Measurement and Evaluation

Measures exist to numerically represent degrees of attributes. Quantitative research is based on measurement and is conducted in a systematic, controlled manner. These measures enable researchers to perform statistical tests, analyze differences between groups, and determine the effectiveness of treatments. If something is not measurable, it cannot be tested.

Purpose – In 1990, Salovey and Mayer presented a framework for emotional intelligence (EI). This marked the beginning of 20 years of academic research, development, and debate on the subject of EI. A significant amount of previous research has attempted to draw out the relationship between EI and
leadership performance. EI has been a uniquely controversial area of the social sciences. EI is based on three simple yet fundamental premises. This manuscript reviews the definitions and models in the field of EI with special emphasis on the Mayer ability model and the connection between EI and leadership. The paper aims to discuss these issues.
Design/methodology/approach – This paper takes the form of a literature review.
Findings – EI appears to have a foothold in both our popular vernacular and our academic lexicon. However, it is not entirely clear what future form it will take.
Originality/value – This manuscript explores the current relationship between EI and leadership, discusses the various instruments and scales used to measure the construct, and examines the controversy and criticism surrounding EI. Finally, it illuminates some areas for additional research.
Keywords Leadership, Emotional intelligence, Organizational behavior
Paper type: Literature review

This report provides an overview of the development and trends of educational measurement and evaluation in higher education in the Philippines. The development of the field of educational measurement and evaluation in the country is heavily influenced by its colonial history and it is described to be multidisciplinary where there is integration with psychological testing and psychometrics within the social science domain. The report present covers development of the field by (1) tracing the historical background of educational testing in the Philippines starting with the NCEE; (2) describing the trends in the shift from national testing to institutional testing; (3) recounting the programs advocating the discipline among higher education institutions; and (4) citing the organizations and institutions supporting the discipline. The development in these four areas shaped the status of educational measurement and evaluation at present time. In this report, the early and rich beginnings of educational measurement and evaluation the Philippines are described both with its theoretical and practical developments.

Customer satisfaction surveys are now increasingly administered by many service industries ranging from dentists to airlines. This increase has been fuelled by the increasing growth of service industries compared with manufacturing industries and the demand for total quality management for both industries. Along with the increased research into customer satisfaction
has been a corresponding increase in the diversity of measurement scales used in customer satisfaction surveys (Devlin et al., 1993). A review of the literature revealed over 40 different scales used to measure consumer product or service
satisfaction, from retail to airline settings (Haddrell, 1994). With such a large number of alternative scales available, many in everyday use, it is timely to compare some of the common scales to evaluate their merits. This is the purpose of this paper.

Organizational Behavior (OB) is the study and application of knowledge about how people, individuals, and groups act in organizations. It does this by taking a system approach. That is, it interprets people-organization relationships in terms of the whole person, whole group, whole organization, and whole social system. Its purpose is to build better relationships by achieving human objectives, organizational objectives, and social objectives.
From the definition above, organizational behavior encompasses a wide range of topics, such as human behavior, change, leadership, teams, etc. Since many of these topics are covered elsewhere in the leadership guide this paper will focus on a few parts of OB: elements, models, social systems, work life, action learning, and change.

In this assignment we’ve discussed and analyzed four case studies so far. First two case studies are on foundation of group behavior and the next two case studies covers the topics of understanding work teams.

A group is two or more people who interact so as to influence one another. It is important to study groups because groups are everywhere in our society, because they can profoundly affect individual behavior, and because the behavior of individuals in a group is key to the group's success or failure. Group is the primary means by which managers coordinate individual behavior to achieve organizational goals. Individuals form or join groups because they expect to satisfy personal needs. Groups are formed by the organization, are composed of employees at the same level and doing similar jobs, and come together regularly to share information and discuss organizational issues. The affiliation among members arises from close social relationships and the enjoyment that comes from being together. The common bond in groups is the activity in which the members engage. Interactions among groups involve some of the most complex relationships in organizations in this modern competitive complex world.


This case study revolves around the concept of team building that is illustrated in later two Case incidents which also provides positive outlook about team building. Team building based on this context increases teamwork and productivity. The combining together of people from diverse skills and capabilities build a strong synergy that makes their job fulfilling and satisfying. It also discussed maintaining close contacts of employees in the absence of direct contact with one another.

In this paper we argue that the use of the communicative theory of Jürgen Habermas in planning theory is problematic because it hampers an understanding of how power shapes planning. We posit an alternative approach based on the power analytics of Michel Foucault which focuses on ‘what is actually done’, as opposed to Habermas’s focus on ‘what should be done’. We discuss how the Foucauldian stance problematises planning, asking difficult questions about the treatment of legitimacy, rationality, knowledge and spatiality. We conclude that Foucault offers a type of analytic planning theory which offers better prospects than does Habermas for those interested in understanding and bringing about democratic social change through planning.

E n nuestro país, la población sobre los 65 años ha aumentado considerablemente, llegando a un 10,2% según el censo del 2002 (1) . Las demencias afectan aproximadamente a un 5-8% de los individuos de más de 65 años; 15-20% a los de más de 75 años y a un 25-50%, a los de más de 85 años. Según la Encuesta Nacional de Salud 2003, la prevalencia de deterioro cognitivo y demencia en mayores de 60 años es de 15 y 8,4%, respectivamente (2) .

At the same time that case studies are widely used and have produced canonical texts, it may be observed that the case study as a methodology is generally held in low regard, or is simply ignored, within the academy. For example, only 2 of the 30 top-ranked U.S. graduate programs in political science require a dedicated graduate course in case study or qualitative methods, and a full third of these programs do not even offer such a course. In contrast, all of the top 30 programs offer courses in quantitative methods and almost all of them require training in such methods, often several courses. In identifying this paradox of the case study’s wide use and low regard, Gerring rightly remarks that the case study survives in a “curious methodological limbo,” and that the reason is that the method is poorly understood. In what follows, we will try to resolve Gerring’s paradox and help case study research gain wider use and acceptance.

The construction industry experiences high injury and fatality rates and is far from achieving a zero-injury goal. Thus, effective safety management systems are critical to ongoing efforts to improve safety. An appropriate definition of safety management systems is required, and the elements included in a safety management system should be identified to be used by practitioners to improve safety. A variety of safety management systems have been introduced by researchers and organizations. Most have been developed based on the root causes of injuries and fatalities within organizations. This review paper gives an overview of different safety management systems in various fields to identify the similarities and differences in these systems. The aim of this review is to demonstrate the state-of-the art research on a variety of safety management systems and related methods of measurement. This paper also provides background studies of developing safety management systems. The primary contribution of this review to the body of knowledge is providing insights into existing safety management systems and their critical elements with appropriate methods of safety performance measurement, which can enable owners, contractors, and decision makers to choose and implement elements.

This research was funded by, and implemented within, a UK national research organisation, while the author was the KE and Impact Evaluation Manager responsible for assessing impact on a £15m UK government-funded research programme.

This work was also submitted as the authors MBA dissertation which was accepted and awarded in 2009.

ABSTRACT: A methodology and methods ‘toolbox’ is proposed for conducting impact research and assessment from within research programmes. The emphasis is upon how to clarify and assess the wider impacts from the early stages onwards.

The approach explicitly acknowledges, and attempts to address, the known issues and challenges of impact assessment while drawing upon the resources and opportunities available to research managers and researchers within such programmes.

The study has two triangulating foundations. Firstly, it examines the academic literature to help identify and design the pilot methodology and methods. Secondly it trials these in a real programme to both test and improve them.

The study was conducted over one year within one leading UK research organisation, where two research programmes (and around 60 research projects of £15m total value) were being assessed for their impacts. The study draws upon actual impact management experience and reflection, prospective (ex ante) and retrospective (ex post) assessments, participatory contributions from leading researchers undergoing assessment, and consultation with external users. The findings of this study outline the pilot and its first iteration. Recommendations are made for improvement to the methodology and methods.

A subsequent follow-on bid to UK government incorporating the impacts identified from implementing this methodology, successfully led to a further £15m of government funding.

It is expected the pilot methodology and methods will be applicable to other organisations, conducting and funding such research programmes, required to research and assess the wider research impacts.

Although primary focus of implemetation trials was upon research in physical sciences, technology, high-tech engineering, computing/IT, and environment, the wider literature study, the methodology design and justification, the methods proposed and used, and the resulting general recommendations and lessons are expected to apply more broadly to many other research areas, where the impact is to be found more widely in the society, economy, government or public sector or within organizations, policies, professions or the public.

Interest in this work is expected from research programme managers, impact managers and assessors, management consultants advising in this area, and government funding managers, all seeking to embed a developing approach to understand, capture, and enhance wider impact.

Coaching, as a management development and change management tool is becoming increasingly prominent.  However, many coaching programmes are either evaluated superficially (if at all) or at Kirkpatrick’s (1959) Level 1 – the reaction of participants to the programme.  For coaching to gain sustainable credibility, evaluation needs to be more thorough, planned, systematic and inclusive.  This article considers why coaching should be evaluated, who should take part in the evaluation and how evaluation can be conducted.  These approaches to evaluation are influenced by the philosophical stance of the evaluator and range from experimental to the more illuminative evaluation of unanticipated outcomes.  Whatever the results of evaluation it is essential that the outcomes of coaching are disseminated to key stakeholders – particularly those who sponsor and finance coaching interventions.  But since coaching is such a complex phenomenon, the deep psychological and social processes of coaching also merit evaluation.  Some empirical data on how a small sample of coaches evaluate their own coaching processes is presented, and some recommendations made for professional practice.

ABSTRACT

My thesis paper discussed about “A critical analysis of Balanced Scorecard as a performance measurement tool: an overview of its usage and sustainability”. The Balance Scorecard is an assimilated strategic performance planning and management tool or system used for business organization, industry, non-profit organization, government worldwide. This system is used for business undertakings like vision establishment and strategic planning of organization to boosts internal and external communication and encourages transparency in business operations and monitors and measure performance of organization against its visions and goals. The term "scorecard" denotes enumerated performance measures and "balanced" signifies that the system is balanced between; short-term objectives and long-term objectives, financial events and non-financial events, lagging indicators and leading indicators, interior performance and exterior performance standpoints. This assessment deliberates the “Balance Scorecard”, an assimilated strategic performance management tool which was designed by Robert Kaplan and David Norton in their series of articles in ‘Harvard Business review’ in 1990. Recently, the Harvard Business Review hailed the Balanced Scorecard as one of the 75 most persuasive and prolific concepts of the twentieth century.
Balanced Scorecard (BSC) emerged to deliver solutions to the major disputes and to emphasize the assessment of a diversity of factors/dynamics within an organization to attain tremendous results. Balanced scorecard not only explains major issues of business but also helps the business management to build the linkage between the performance measurements for the better management and assists managers to transit from a reactive approach to a proactive approach to management. Generally, the Balance Scorecard can be defined as a prudently nominated set of quantifiable measures which elucidate an organization’s strategy and aligns all the resources and energies of organization (e.g. people, budget, initiatives etc.) to attain this strategy. Four generic perspectives were identified Kaplan and Norton that cover the core strategic focus areas of an organization. These four perspectives are financial perspective, customer perspective, internal process perspective and learning & growth perspective.
Most organizations have established systems for capturing, monitoring, and sharing performance data that demonstrate to be critically flawed, but they are incapable of capturing the value generated from the mechanisms of today’s modern business organizations. These mechanisms denote the intangible assets, such as staff’s knowledge and skills, customer & dealer relationships, and innovative environments and cultures. Consequently, the Balanced Scorecard (BSC) was developed to provide resolutions to the above foremost issues. And now, Balance Scorecard has become one of the best choices to evaluate how the organization is performing. The best thing of implementation of balanced scorecard is that it involves entire organization to make execution fruitful. The upper management has to connect goals to the down to all personnel to attain that. Appropriate planning can make effective application of BSC in any organization. Before the Balanced Scorecard, many organizations already used a collection of both financial and non-financial measures of acute performance pointers. But, a well-developed Balanced Scorecard is different from such systems as the four BSC perspectives build a chain of cause-and-effect relationships. Successfully, the cause-and-effect relationships demonstrate the hypothesis behind the organization's goals and strategy. The measures reflect a chain of performance drivers that regulate the efficiency of the strategy application. A well-designed balanced scorecard interpret an organization’s mission and remaining business strategy into a limited number of precise strategic objectives that could be interconnected and measured operationally. It is a concept that assesses an organization’s actions in terms of its vision and strategies, to provide managers with a comprehensive outlook of the performance of business. Organizations stand to advantage from the practice of the balanced scorecard system managing performance. It has been proved as one of the most prolific performance measuring tools. For this reason, various public, private, government, business and not-for-profit organizations have adopted the scorecard as part of their strategic management approach.
This report describes and illustrates basics of the balanced scorecard, that is, introduces the balanced scorecard approach, describes an extended enterprise balanced scorecard that can be used by individual organizations or in partnership with other organizations, crucially analyze every details and issued related to balanced scorecard, sustainability of balanced scorecard, evaluates positive and negative outcomes of implementing balanced scorecard and concludes with a discussion of basic components for effective scorecard implementation.

In  what  sense  do  we  speak  of  the planetary university? This  essay  belongs  to  a  more  comprehensive, still  unpublished reflection  that the authors have been developing over  the  past  years  while teaching  and  doing  research in Italy  and  abroad. However,  the essay  delineates  neither  the  situation  of  single  academic institutions, nor  a  general picture obtained by induction starting  from a variety of observational data. Rather,  it  attempts  to clarify,  in  the  specific  situation in which the authors  operate,  the powers  that  act  upon  teaching  and  research  once  they  let  themselves  be  informed  by  the laws  of  the  earth  turned  into  a  planet, that is,  in the words  of  common  language, by the new order of the globalized earth.

This study was conducted to determine the teaching strategies used by the AB English teachers in teaching literature courses. It also sought the purposes and the processes on the conduct of the teaching strategies and the impressions of the students towards the use of the strategies. Using the Focus Group Discussion (FGD) among the students and teachers and document analysis, the researchers found that teachers used varieties of teaching strategies but reporting emerged to be common. Moreover, lecture-discussion was found to be the most effective strategy in the teaching of literature. It also revealed that teaching strategies were used to address the different learning skills of the students. Lastly, students were satisfied on the performance and strategies used by the teachers. It was recommended that innovations of the existing effective teaching strategies must be developed to achieve desired learning outcomes.

This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch- speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed.

Back cover text: If the new fin de siècle marks a recurrence of the real, Bent Flyvbjerg’s Rationality and Power epitomizes that development and sets new standards for social and political inquiry. The Danish town of Aalborg is to Flyvbjerg what Florence was to Machiavelli: a laboratory for understanding the real workings of power, and for grasping what they mean to our more general concerns of social and political organization. Politics, administration, and planning are examined in ways that allow  a rare, in-depth understanding. The reader witnesses, firsthand, the classic and endless drama which defines what modernity and democracy are and can be.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Taken together, the works of Jurgen Habermas and Michel Foucault highlight an essential tension in modernity. This is the tension between the normative and the real, between what should be done and what is actually done. Understanding this tension is crucial to understanding modern democracy, what it is and what it could be. It has been argued that an effective way of making democracy stronger is to strengthen civil society. This article contains a comparative analysis of the central ideas of Habermas and Foucault as they pertain to the question of democracy and civil society. More specifically, the discourse ethics of Habermas is contrasted with the power analytics and ethics of Foucault evaluating their usefulness for those interested in understanding, and bringing about, democratic social change.

It is important to explore score reliability in virtually all studies, because tests are not reliable. The present paper explains the most frequently used reliability estimate, coefficient alpha, so that the coefficient's conceptual underpinnings will be understood. Researchers need to understand score reliability because of the possible impact reliability has on the interpretation of research results. There are several common misconceptions about the basic ideas of score reliability. Misconceptions are formed due to lack of understanding of the concept of reliability and through careless speech involving statistical jargon. This paper addresses common misconceptions so that later discussions over score reliability will not be hindered. Misconceptions have caused some authors to devalue the reporting of reliability estimates in published research, while others report reliability coefficients inappropriately. A better understanding of score reliability can resolve these misconceptions and enable authors to use reliability coefficients appropriately in literature and speech. A background of the basic ideas of score reliability is introduced and concludes with an explanation of the most frequently used reliability estimate, coefficient alpha, so that the coefficient's conceptual underpinnings will be understood.

Purpose – The purpose of this article is to propose a common framework for the empirical analysis of supply chain performance measurement systems used in different supply chain contexts.

Design/methodology/approach – This is a conceptual paper, which includes an extensive literature review and an illustrative case study. The content, context, process framework is applied to structure the body of knowledge and the case study.

Findings – Supply chain performance measurement is a context-dependent process, tailored to specific supply chain requirements. To understand how a performance measurement system in a supply chain has developed and is used there is a need to capture its context, process and content.

Research limitations/implications – The framework is illustrated by a single case study. Further empirical research is required to fully appreciate the breadth of application of this framework.

Practical implications – The proposed framework can help to develop performance measurement systems that are suitable for certain organisational and supply chain contexts in which a company operates, as well as to compare different systems used across different supply chains.

Originality/value – The paper demonstrates an approach for analysing existing supply chain performance measurement systems that can be applied across different supply chains and sectors. This will create an opportunity to use a consistent data collection process across a variety of supply chain situations and thus generate data for further theory development.

Today, in both the public and private sectors, accountability and, therefore, measurability are key principles of management. Increasingly, measurement and evaluation need to be more than anecdotal and informal. Objective rigorous methods are required that deliver credible proof of results and Return on Investment (ROI) to management, shareholders and other key stakeholders.

A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC's IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar.

(from the chapter) This chapter emerges from a perspective that holds gender to be socially constructed, consistent with literature that has demonstrated changes in femininity and masculinity across times and places. Gendered expectations are also applied to different "gender roles," which specify what is normative and culturally "appropriate" behavior for men and women. Moreover, we acknowledge that constructions of gender are necessarily culture-specific and cohort-specific, and illustrate dominant values that do not necessarily reflect individual differences. As most of the gender measures reviewed here have emerged from the Western world, this chapter largely reflects Western notions of masculinity and femininity, including the notion that there are only two genders. In this chapter, we review three different classes of measures that assess gender-related constructs, and we discuss measurement and conceptual issues that we believe the field must address. Within each class, we identify major foci, and provide a brief description of commonly used measures. We highlight measures that have had a substantial impact on gender studies or, among newer scales that we believe have the potential to have a substantial impact. We give preference to measures that have been used within the past 10 years and for which at least one psychometric analysis has been published (beyond the initial publication of the scale). In our review, we focus on the internal consistency (i.e., Cronbach's alpha), reliability (i.e., the scale's ability to produce replicable results) and validity (i.e., evidence that the scale measures what it claims to measure), and factor structure of these scales. Finally, we address larger methodological and conceptual issues that remain unresolved in the field. Providing a complete list of all gender measures is beyond the scope of this chapter, and several other resources provide comprehensive reviews of existing measures. This review should be understood as broadly based and conceptual.

Many organizations, communities, and governments set bold aspirations, but fewer and fewer organizations are able to design and execute wide-ranging change programs that deliver substantial and sustained performance improvements and social value. The reasons for failures are many and development actors acting as change agents need to be skilled in dealing with managing complex change. Building on previous work of Ambrose (1987) and Knoster (1995), this paper provide insights into the dynamics of organizational transformation and presents an applicable diagnostic framework for leading transformation through complex change by demonstrating how Saemaul Undong is a successful change management model for rural transformation. The paper defines Change Management and identifies seven key components that are necessary for managing complex change in consideration to rural development. It is followed by an analysis of the literature on each of key components and the consequence of their absence. It then illustrates the relevance of the key components using the example of Korea‟s rural transformation program, Saemaul Undong and finally suggests a diagnostic tool to avoid or identify common program failures in managing for complex change in Rural Development.

Performance measurement and management (PMM) is a management and research paradox.  On one hand, it provides management with many critical, useful, and needed functions. Yet, there is evidence that it can adversely affect performance.  This paper attempts to resolve this paradox by focusing on the issue of “fit.” That is, in today’s dynamic and turbulent environment, changes in either the business environment or the business strategy can lead to the need for new or revised measures and metrics.  Yet, if these measures and metrics are either not revised or incorrectly revised, then we can encounter situations where what the firm wants to achieve (as communicated by its strategy) and what the firm measures and rewards are not synchronised with each other (i.e., there is a lack of “fit). This situation can adversely affect the ability of the firm to compete.  The issue of fit is explored using a three phase Delphi approach. Initially intended to resolve this first paradox, the Delphi study identified another paradox – one in which the researchers found that in a dynamic environment, firms do revise their strategies, yet, often the PMM system is not changed. To resolve this second paradox, the paper proposes a new framework – one that shows that under certain conditions, the observed metrics “lag” is not only explainable but also desirable.  The findings suggest a need to recast the accepted relationship between strategy and PMM system and the output included the Performance Alignment Matrix that had utility for managers.

Proses belajar mengajar merupakan suatu proses yang bertujuan. Tujuan tersebut dinyatakan dalam rumusan kemampuan atau perilaku yang diharapkan dimiliki siswa setelah menyelesaikan kegiatan belajar. Untuk dapat mengetahui tercapai tidaknya tujuan pengajaran serta kualitas proses belajar mengajar yang telah dilaksanakan, perlu dilakukan suatu usaha penilaian atau evaluasi terhadap proses belajar dan hasil belajar siswa. Penilaian atau evaluasi pada dasarnya ialah proses memberikan pertimbangan atau nilai tentang sesuatu berdasarkan kriteria tertentu. 1 Dalam hubungan ini, kegunaan evaluasi ialah untuk mengetahui seberapa jauh siswa telah menguasai tujuan pembelajaran yang telah ditetapkan, dan bagian-bagian mana dari program pembelajaran yang masih lemah dan perlu diperbaiki.

Our purpose in this chapter is to clarify the design options for measures and metrics in the knowledge economy. We address ourselves to practicing managers who wish to lead their organisations into this fast-moving future. The overall discussion is situated at the level of strategic management and begins by coming to terms with the knotty question of what propels this economic tsunami forward ... the idea of knowledge.

If you step into a dark room and try to see a faint object in the corner you’ll be unable to do so by looking at it directly. The physiology of the eye is such that the Cone cells concentrated at its centre are not particularly adapted to the dark (they’re responsive to colour) and instead, you need to look approximately 18o off to the side in order to access the eye’s Rod cells, which are designed for viewing objects in faint light conditions.

Basically, you look away from the object in order to see it.

This is largely the case with knowledge: it is quite simply unobservable but its presence or absence is made evident through indirect means. This “fact” is immediately complicated by ...

Dans de nombreuses formations à l’enseignement tout comme dans nombre de formations professionnelles en alternance, un accompagnement des personnes est mis en place pour apporter de la souplesse et de l’adapta- bilité aux dispositifs de formation souvent trop linéaires, pour aider à construire des liens entre les “savoirs de la pratique, ceux sur la pratique et ceux [...] pour la pratique” (Maubant, 2007, p. 41), pour développer une pratique réflexive ou encore pour « mettre en relation les diverses composantes du programme » (Perrenoud, 2004). Mais si l’accompagnement « suppose la reconnaissance de l’autonomie » de l’Autre (Jorro, 2012), les intentions des institutions poussent ce même Autre à contribuer plus ou moins volontairement « à la normalisation de son action » (Maulini & Vincent, 2014, p. 204). Ces deux formes d’étayage ou de relation pédagogique, accompagnement pour le premier et guidance ou formation pour le second, sont contradictoires (Vial & Caparros-Mencacci, 2007) et entrent en tension.
De plus, une autre tension se manifeste également dans les dispositifs d’accompagnement, au niveau cette fois non du type d’étayage, mais de la conception de l’évaluation. Composante indispensable des dispositifs de for- mation, elle impose à tout acteur de devoir conjuguer avec deux logiques elles aussi en tension : la logique de contrôle d’une part, fonction indispensable à tout institut dispensant des formations certifiantes, et « tout ce qui reste quand on ne fait pas du contrôle » d’autre part (Vial, 2010), fonction de l’évaluation primordiale pour le développement des compétences. Sur le terrain, accompagnateurs et personnes en formation impliqués dans ces dispositifs doivent soit choisir une de ces deux logiques évaluatives, soit tenter de les articuler au mieux...

The paper reports on both methodological and substantive findings. It presents a method for generating simplified representations for regional urban populations, their geographical sub-populations and communities. the method generates greatly simplified high-resolution socio-economic profiles of populated geographical areas from complex large census data sets.

Literatürde geliştirilmiş pek çok ölçeğin faktör analizi teknikleri ile sınırlı kaldığı gözlenmiştir. Bu ölçeklerin istatistiksel yapı ve/veya psikolojik yapı geçerliği incelemelerinin yanı sıra çapraz geçerlik, sınıflama-sıralama geçerliği gibi geçerlik çalışmalarına da sıklıkla yer verilmesi gerekmektedir. Bu araştırmanın amacı ise geliştirilen paranormal inançlara ilişkin tutum ölçeğinin bölünmüş iki alt örnekleme göre çapraz geçerliğinin ve aynı zamanda sırlama-sınıflama geçerliğinin sınanması ve sonuçlarının yorumlanmasında araştırmacılara rehberlik sağlamaktır. Ölçek geliştirme ile ilgili literatür incelendiğinde ölçeklerin çoğu açımlayıcı faktör analizi sonuçlarına göre geliştirilmiştir. Geliştirilen ölçme araçlarının faktör yükleri, model veri uyum indeksleri, iç tutarlık güvenirlik katsayıları uygun olsa da farklı yöntemlerle geçerlik analizlerinin incelenmesi gerekmektedir. İncelenen yöntemde uygun çıkan parametre değerleri, farklı bir yöntemde uygun çıkmamış olabilir veya farklı ipuçları gösterebilmektedir. Dolayısıyla ölçek geliştiren araştırmacının, farklı yöntemlerle geçerlik kanıtlarını sürdürmesi gerekmektedir.

In 2005 the term Technological Pedagogical Content Knowledge (TPCK) as a conceptual framework to describe the knowledge base for the effective integration of technology in teaching was introduced. Matt Koehler and Punya Mishra built their ideas based on Lee Shulman’s notion of Pedagogical Content Knowledge (PCK) and indicated that TPCK consists of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and the overlapping domains Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK) and Technological Pedagogical Content Knowledge (TPCK). In 2007 TPCK was changed to TPACK to better reflect the interdependence of the three contributing knowledge domains, and in 2008 "Context" was added to the framework, because it was argued that teaching with technology does not take place in isolation but is each time situated in a specific educational context. Since that time the TPACK framework and the accompanying Venn diagram has been adopted by many researchers and practitioners for describing the knowledge and skills that are needed for the effective ICT integration in teaching. This also lead to the desire to measure whether teachers have sufficient TPACK and whether growth in TPACK can be measured.

A Users’ Guide to Measuring Corruption and Anti-corruption was commissioned by the UNDP Global Anti-corruption Initiative (GAIN) and published in September 2015. It presents a series of methodologies, tools and practices that have been used and validated by the anti-corruption community over the last few years.

This course will examine issues, practices, and approaches for curriculum evaluation. Fundamentally, curriculum evaluation focuses on two questions: Do planned courses, programs, activities, and learning opportunities as developed and organized lead to desired outcomes? How can curriculum be improved? 'Curriculum' has many meanings, but this course will focus on applying the general logic of evaluation to a number of common conceptions of curriculum: statements of educational goals and intentions (like professional standards, BC Ministry IRPs); educational resources (like textbooks, software, online resources, simulations); pedagogical/andragogical strategies (like cooperative groups, field trips, practica, dialogic methods); and programmatic interventions (like reading programs, drug education, inquiry based science) at both organizational and individual classroom levels. The course will cover curriculum evaluation from an individual, pedagogical perspective AND from a large scale, system-wide curriculum perspective.

Vaclav Havel observed that a strong civil society is a crucial condition of strong democracy. Empowering civil society is a central concern for the project of democracy, just as the question of how best to think about such empowerment is important to social and political theory. But what is ‘civil society’? A search for clear definitions in the relevant literature is in vain. Not because the concept lacks definitions; rather the definitions are too multiple and varied to bring clarity. Most writers on civil society agree, however, that civil society has an institutional core constituted by voluntary associations outside the sphere of the state and the economy. Such associations range from, for example, churches, cultural associations, sport clubs and debating societies to independent media, academies, groups of concerned citizens, grass-roots initiatives and organizations of gender, race and sexuality, all the way to occupational associations, political parties and labour unions (Habermas 1992a: 453).

In the 1970s Lawrence Kohlberg extended his theory on the development of moral judgment competence to include a social and educational component referring to the development of a just community. Critics have focused on the first version of his theory without taking into consideration the latter. This shortcoming becomes particularly obvious with regard to the relation between moral judgment competence and (moral) behavior. In this contribution we will discuss this criticism, and Kohlberg's and his colleagues' acknowledgment of the role of the contextual moral atmosphere in this relation.

Kemampuan seorang evaluator mengidentifikasi dan merumuskan pertanyaan-pertanyaan evaluasi merupakan fase yang sangat penting dalam proses evaluasi. Hal yang esensial dalam proses evaluasi adalah penarikan kesimpulan dari jawaban atas pertanyaan yang berkaitan dengan objek yang dievaluasi. Pertanyaan evaluasi adalah seperangkat pertanyaan yang dikembangkan oleh evaluator, pihak sponsor evaluator, maupun pihak lain yang berkepentingan, berupa definisi pertanyaan mengenai isu evaluasi yang akan diinvestigasi dan akan dinyatakan dalam terminologi sebagaimana yang akan dijawab oleh mereka dengan cara yang berguna bagi pihak terkait dengan menggunakan metode yang baik bagi evaluator.  Pertanyaan evaluasi harus memenuhi prinsip-prinsip masuk akal, dan bisa dijawab. Selain itu pertanyaan evaluasi harus tepat sasaran dan sesuain dengan target program yang dilaksanakan. Dalam pengembangannya evaluator harus bertemu dengan pihak pemangku kebijakan untuk membicarakan hal-hal prinsip yang saling terkait yang akan di evaluasi, kemudian menyusun pertanyaan-pertanyaan, menyebarkan pertanyaan, mengolah hasil dan menarik kesimpulan yang salah satunya berguna untuk pihak pemangku kepentingan tadi.