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Programme Evaluation in Action: Theory to Practice from an Asian Educational Context

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Title: Programme Evaluation in Action: Theory to Practice from an Asian Educational Context
Language: English
Authors: Ser Ming Mark Lee, Wei Cheng Liu
Source: Asia Pacific Journal of Education. 2024 44(3):569-581.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Evaluation Research, Evaluation Methods, Evaluation Criteria, Program Evaluation, Theory Practice Relationship, Asian Culture, Test Theory, Test Bias, Test Validity, Test Reliability, Cultural Influences, Politics of Education
Geographic Terms: Singapore
DOI: 10.1080/02188791.2024.2355306
ISSN: 0218-8791
1742-6855
Abstract: Programme evaluation has developed tremendously over the past 50 years, with a proliferation of evaluation research, an increase in the institutionalization of evaluation, and growth in the professionalization of evaluation. However, existing research and developments are still largely in North America, Europe, Australia, and New Zealand, with less from Asia. As theory building of policy and programme evaluation practices necessarily occur within specific political, economic, and cultural contexts, the applicability of Western-centric evaluation literature in Asian contexts warrants further examination. In this article, we explore the interconnections between evaluation theory, evaluation policy, and evaluation practice in the Ministry of Education Headquarters (MOE-HQ) in Singapore. We describe our theory of change of how evaluation theory influenced evaluation practice from the ground-up at the micro (individual) level, and from the top-down at the meso (organization) level. In the process, we also discuss how common challenges and tensions in evaluation (e.g., evaluation as an accountability vis-à-vis learning tool; appropriateness of randomized controlled trials vis-à-vis other approaches) acted out and were mitigated. We conclude with our learning points and implications for future research.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443096
Database: ERIC
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  Data: Programme Evaluation in Action: Theory to Practice from an Asian Educational Context
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  Data: <searchLink fieldCode="AR" term="%22Ser+Ming+Mark+Lee%22">Ser Ming Mark Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Wei+Cheng+Liu%22">Wei Cheng Liu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Journal+of+Education%22"><i>Asia Pacific Journal of Education</i></searchLink>. 2024 44(3):569-581.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: Programme evaluation has developed tremendously over the past 50 years, with a proliferation of evaluation research, an increase in the institutionalization of evaluation, and growth in the professionalization of evaluation. However, existing research and developments are still largely in North America, Europe, Australia, and New Zealand, with less from Asia. As theory building of policy and programme evaluation practices necessarily occur within specific political, economic, and cultural contexts, the applicability of Western-centric evaluation literature in Asian contexts warrants further examination. In this article, we explore the interconnections between evaluation theory, evaluation policy, and evaluation practice in the Ministry of Education Headquarters (MOE-HQ) in Singapore. We describe our theory of change of how evaluation theory influenced evaluation practice from the ground-up at the micro (individual) level, and from the top-down at the meso (organization) level. In the process, we also discuss how common challenges and tensions in evaluation (e.g., evaluation as an accountability vis-à-vis learning tool; appropriateness of randomized controlled trials vis-à-vis other approaches) acted out and were mitigated. We conclude with our learning points and implications for future research.
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        Value: 10.1080/02188791.2024.2355306
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      – Text: English
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        PageCount: 13
        StartPage: 569
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Evaluation Research
        Type: general
      – SubjectFull: Evaluation Methods
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      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Theory Practice Relationship
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      – SubjectFull: Asian Culture
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      – SubjectFull: Test Theory
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      – SubjectFull: Test Bias
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      – SubjectFull: Test Validity
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      – SubjectFull: Test Reliability
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Politics of Education
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      – SubjectFull: Singapore
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      – TitleFull: Programme Evaluation in Action: Theory to Practice from an Asian Educational Context
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