Taking up the challenge of evidencing value in educational development: from theory to practice
Taking up the challenge of evidencing value in educational development: from theory to practice
复制标题
迎接教育发展中证据价值的挑战：从理论到实践
DOI：
10.1080/1360144x.2015.1100112
复制
发表时间：
2016
影响因子：
1.3
通讯作者：
L. Stefani
中科院分区：
文献类型：
--
作者：
V. Bamber;L. Stefani
抽象的可衡量的目标、关键的绩效指标、物有所值--无论我们如何看待“影响议程”，它看起来都将持续下去。我们是被困在了一个展示我们工作价值的实证主义、新管理主义螺旋中，还是我们能够带头重新构建关于教育发展如何证明其价值的话语？本文认为，我们目前收集和提出证据的方式不适合于向我们的机构展示教育发展的价值。这篇论文认为，将“影响”重新定义为“证据价值”，可以使我们摆脱不充分的或工具性的评估方法。证据确实涉及衡量和评估，但它也承认判断、经验和背景知识在确定需要评估什么以及如何评估方面的作用。它允许我们重新配置可以合法地包括在我们的不同评估数据组合中的内容。提供了可能在证据价值方面支持我们的框架的例子。
Abstract Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.