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Volume 31, 2016 - Spring

Editor's Remarks / Un mot du rédacteur

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Pages :
v-vii

CJPE  31(1) is jam-packed with practical learning interspersed with research on evaluation that both enhances our academic understanding of evaluation and advances the practice of evaluation. [...]

Improving Interprofessional Education and Collaborative Practice Through Evaluation: An Exploration of Current Trends

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Pages :
1-17

Research on evaluation (RoE) is essential to increase knowledge, develop robust approaches, and help evaluators to conduct better evaluations. In this article, we used the concept of meta-evaluation in the field of interprofessional education and collaborative practice to identify current evaluation trends and efforts in RoE reflective of capacity building. The results contribute to identify weaknesses in current evaluation methods and highlight the negative consequences of poor RoE for  knowledge development. Specific recommendations are drawn out to increase the  quality of evaluation studies, to provide evidences in RoE, and to increase its connection between evaluation practices in the field.

L'étude d'évaluabilité : Utilité et pertinence pour l'évaluation de programme

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Pages :
18-33

Evaluability assessment (EA) was conceptualized in the late 1970s following the finding of poor program implementation quality and inability of evaluations  to meet stakeholders' needs. EA is an approach that might allow improvement to  both the program and the evaluation to be conducted later. In fact, EA may, on  the one hand help clarify a program theory and on the other hand, facilitate the  elaboration of the logic model, which are helpful for program implementation. When conducted by an evaluator or team of evaluators with the required skills, EA may also help to gather useful information in support of the program's summative and formative evaluation. EA is considered an exploratory type of evaluations that can be conducted over a period of few weeks to several months, depending on the complexity of the program and its scope.

Capturing the Imagination: Arts-Informed Inquiry as a Method in Program Evaluation

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34-60

Qualitative approaches in evaluation continue to expand, and this article focuses on the potential for the Arts to contribute to innovation in evaluation.  Arts-informed inquiry is an approach that works within, augments, and extends  traditional forms of qualitative approaches. This study documents an educational  program evaluation that intentionally plans for, uses, and reflects upon arts-informed inquiry. Three considerations found central to arts-informed inquiry are  presented: (a) working with layers of context, (b) enhancing access and engagement,  and (c) supporting differentiated communication. Arts-informed inquiry emerged as  a purposeful methodology that enhances the processes and forms of representation  within the field of evaluation.

Evaluating a Prison-Based Intervention Program: Approaches and Challenges

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Pages :
61-81

The Quebec government considers program evaluations to be a necessity if public organizations are to monitor and improve their performances. However, relatively few evaluations are conducted in prisons, despite the important need for programs in such an environment. The numerous challenges that face researchers who attempt such evaluations may partially explain the reluctance to undertake them. This article traces and explains the process used by a team of researchers in evaluating an addiction program in a provincial prison. The article describes the challenges and problems faced by the team and the strategies that were implemented to overcome these challenges.

Evaluate This! A Case for Developing Evaluation Competencies

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Pages :
82-90

The Canadian Evaluation Society (CES) annual Student Case Competition provides an opportunity for university students from all regions of Canada to  acquire invaluable experience. This practice note by members of the winning team in  the 2015 competition explains how participating contributed to the development of  specific evaluation competencies. Participation in the competition is recommended  to other students as an excellent way to learn, grow, and develop evaluation expertise  that should prove useful in any chosen career. 

The Challenges Encountered During a Needs Assessment of International Student Partners: Considerations for Future Evaluations

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91-98

This article describes the challenges encountered during a needs assessment of partners of international students as well as how the research team addressed these challenges. The needs assessment was conducted at the request of the university's international student centre, which recognized that partners of international students would benefit from increased support. The needs assessment was also supported by an existing gap in international student literature, which identifies partners as experiencing significant barriers and lack of support in their transition as a newcomer (e.g., Martens & Grant, 2008). Implications for attaining and maintaining connections with this population are discussed.

Data Quality Evaluation for Program Evaluators

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Pages :
99-108

Problems with data quality are an ongoing challenge in the field of program evaluation. In this article the author argues that the same basic process and methodology used in program evaluation in general could be applied to the assessment of data quality. It is argued that standardized evaluation questions and lines of evidence can be modified to assess quality of data generated by programs for evaluation.

Process Flow Mapping for Systems Improvement: Lessons Learned

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Pages :
109-121

This article fills a gap in the evaluation literature by detailing how to conduct process flow mapping: a continuous quality improvement (CQI) method. The importance of process flow mapping and the steps required to complete the method are illustrated in the context of evaluating a cardiac care system. The article discusses several challenges and solutions in conducting process flow mapping, including (a) selecting appropriate subject matter experts, (b) mapping simultaneous processes, (c) terminating mapping, (d) integrating process flow maps, and (e) validating process flow maps. The article concludes by reinforcing the importance for systematically documenting new evaluation methods for dissemination and utility purposes.

Comptes rendus de livres: Hallie Preskill et Darlene Russ-Eft. (2016). Building evaluation capacity: Activities for teaching and training (2 nd ed.). Thousand Oaks, CA: Sage Publications. 448 pages.

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Pages :
122-124

Comptes rendus de livres:  Hallie Preskill et Darlene Russ-Eft. (2016).  Building evaluation capacity: Activities for teaching and training  (2 nd  ed.). Thousand Oaks, CA: Sage Publications. 448 pages.

Book Reviews: Huey T. Chen. (2015). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective (2nd ed.). Thousand Oaks, CA: Sage. 443 pages.

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Pages :
125-128

Book Reviews: Huey T. Chen. (2015). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective (2nd ed.). Thousand Oaks, CA: Sage. 443 pages.

Book Reviews: Michael Bamberger, Jos Vassen, and Estelle Raimondo. (2016). Dealing with complexity in development evaluation: A practical approach. Thousand Oaks, CA: Sage. 429 pages.

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Pages :
129-131

Book Reviews: Michael Bamberger, Jos Vassen, and Estelle Raimondo. (2016). Dealing with complexity in development evaluation: A practical approach. Thousand Oaks, CA: Sage. 429 pages.