CES Case Competition: A Newfoundland and Labrador Chapter Perspective
Reflections on the CES Case Competition: The Coaches' Perspective
Le concours de simulation: le point de vue d'un juge
The CES Case Competition: A Valuable Resource for Community-Based Agencies
Préparer la relève dans le monde de l'évaluation: le concours de simulation du point de vue des commanditaires
Marisol Estrella (Ed.). (2000). Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Ottawa: International Development Research Centre. 274 pages. (Reviewed by Ronald Mackay)Irving Rootman, Michael Goodstadt, Brian Hyndman, David V. McQueen, Louise Potvin, Jane Springett, & Erio Ziglio (Éds.) (2001). Evaluation in Health Promotion: Principles and Perspectives. WHO Regional Publications, European Series, No. 92, Denmark, 533 pages. (Compte rendu par Nathalie Dubois)
They're happy, but did they make a difference? Applying Kirkpatrick's framework to the evaluation of a national leadership program
This article examines the Kirkpatrick evaluation framework through a case study of a national leadership development program. The authors introduce the program and the Kirkpatrick framework, and then describe the research processes and instruments through which the framework was applied to evaluate the pilot cohort of the program. The article concludes with several frank and practical insights about using the Kirkpatrick framework to evaluate non-credit educational programs. In areas such as leadership development education, Kirkpatrick offers an appealing framework for organizing an evaluation process. The framework enabled a productive formative evaluation process, and the demonstration of participant satisfaction and learning with the program was sufficient to facilitate the approval of funding for a second cohort. However, despite the investment of considerable resources, the evaluation of this program was not able to conclusively demonstrate that behaviour changes and resulting impacts on organizations and communities took place as a result of the program.
L'expérience d'une démarche pluraliste dans un pays en guerre: l'Afghanistan
Participation is often essential for successfully appropriating the results of an evaluation. Afghanistan has been a country at war since 1979, and its successive governments have left the entire public health system in the hands of international aid agencies. Having experienced and evaluated an implementation of financing mechanisms for health services, we analyze how, in a context of international emergency aid, a pluralist approach was possible, and observe the appropriation of results. The objective of this article is to identify facilitating factors of such an approach. To do this, we use an analytical framework based on and adapted from Patton's definition of participatory evaluation, which entails three main categories: content, process, and aims of the evaluation. We think that reinforcing the links engaging evaluator and participants through participatory evaluation can partially counter the potentially negative effects of a context involving a country at war.
Balancing ethical principles in evaluation: a case study
In recent years, evaluation societies have developed guidelines, codes, and standards to promote the ethical conduct of evaluation. The development and application of these have highlighted the political nature of evaluation and the inherent conflicts that can arise for evaluators as a result of different bases of ethical decision-making that may be held among themselves and other interested parties. This article examines examples of such conflicts, drawing on an Australian evaluation of care options for indigenous children and young people deemed to be at risk of neglect or abuse. While some conflicts were identified in advance, others emerged during the evaluation. These involved issues such as the appropriateness of the initial focus, risks to further funding, and participation in decision-making about future projects. The article discusses ways in which the conflicts were addressed and identifies implications for evaluation practice and the continuing development of ethical guidelines, codes, and standards.
Contribution de la cartographie de concepts à la modélisation des interventions en situation de crise en protection de la jeunesse
This article examines the contribution of concept mapping methodology to the first phase of a study to identify the model(s) implicitly used by staff members of a youth protection agency in crisis situations. Mapping is based on multivariate statistical analyses in which statements produced during a brainstorming session are grouped in weighted clusters. The results are a visual representation of the practitioners' conception of intervention in the context of a crisis. The resulting map shows four particular dimensions of the phnon under study integrated in a conceptual framework to analyze content from individual interviews with other staff members.
Impacts of the Canadian Evaluation Society's evaluation competitions for students
Le prix étudiant de la SCÉ... un tremplin vers le monde de l'évaluation!
CES Student Essay Award: Student and Professor Perspectives
Students' Perspective of the CES Case Competition