Journal of MultiDisciplinary Evaluation (JMDE)
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Comparison Group Identification for Difficult-to-Evaluate Populations: Lessons from Evaluating 1n10 LGBTQ Youth Support Services
Get PDFThe evaluation literature on Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) youth programs is largely absent of quantitative studies, likely in part due to the challenge of using experimental or quasi-experimental evaluation designs. This paper proposes the creative use of a national data set to overcome the problem of estimating a counterfactual for this population. In addition to discussing lessons from this approach, we describe the program and its impacts. Evidence suggests that the program under study—1n10, a local support group for LGBTQ youth in the Phoenix, AZ, metropolitan area—draws a relatively more disadvantaged group than the national average but that their levels of suicide ideation are lower. By addressing key threats to the internal validity of evaluation designs, we rule out plausible rival explanations for program impacts
In This Issue
Get PDFWe are pleased to present the 8th issue of JMDE, and the second to appear using the Public Knowledge Project’s (PKP) Open Journal System (OJS). As you may have noticed, the journal’s past issues are slowly being transferred to the new system’s archives and we hope to have the move completed later this year or early next year (as well as publishing HTML versions of all of the papers that have appeared in the journal). Volumes 5, 6, and 7 are currently available in these archives and 1, 2, 3, and 4 can still be found at the journal’s previous URL: http://evaluation.wmich.edu/jmde/
Review of Volume 10(3) of the Journal of Studies in International Education
Get PDFThe following is a summary of Volume 10(3) of the Journal of Studies in International Education (2006). This volume celebrates the 10th anniversary of the Journal, as well the 10th anniversary of the Center for International Higher Education based in Boston College. The Journal of Studies in International Education has been received international awards from the Association of International Education Administrators and recognition from the Association of International Educators
Review of Evaluation Journal of Australasia: Volume 6, No. 1
Get PDFEditors Rosalind Hurworth and Delwyn Goodrick include four refereed articles, two book reviews, and the keynote address from the AES 2005 International Conference in this issue of the Evaluation Journal of Australasia
Activist Evaluation
Get PDFTo what extent should the evaluator be an active agent in the events surrounding or incorporating or following whatever s/he is evaluating? This question comes up to haunt us in the field from time to time and it does not have an easy answer. It is part of a larger methodological question about proactive versus reactive research. The term ‘participant observer’ reminds us that even the observer’s role has been, rightly or wrongly, avoidably or unavoidably, sometimes blurred into the participant’s role. And the evaluator is often more ‘involved’ in events than the observer, because in formative evaluation, or even in summative evaluation that will be published, what the evaluator is doing will often have some direct effect on what happens thereafter
Why Does Running an Electronic Journal Need Any Money?
Get PDFComment on the following quotation from the latest issue (9/07) of a fairly new (1995) journal, Sociological Research Online published in the UK
A Review of the Chinese Higher Education Evaluation Center
Get PDFThe rapid economic development in China has also brought the advancement in higher education. In 2004, the student enrollment has reached more than 20 million in 1,731 different types of institutions of higher learning. Established in August 2004, the Higher Education Evaluation Center is an administrative body under the auspices of the Chinese Ministry of Education. Its main responsibilities include organizing and conducting evaluation of baccalaureate and associate degree programs offered at different universities and colleges in China, conduct research on regulations and policies on higher education reform and provide recommendations for the decision-makers, and develop international cooperation and exchanges with other higher education evaluation/accreditation agencies from other countries as well as from Hong Kong, Macao and Taiwan
Why an Active Control Group Makes a Difference and What to Do About It
No full textoai:jmde.journals.publicknowledgeproject.org:article/5The Randomized Control Trials (RCT) design and its quasi-experimental kissing cousin, the Comparison Group Trials (CGT), are golden to some and not even silver to others. At the center of the affection, at the vortex of the discomfort, are beliefs about what it takes to establish causality. These designs are considered primarily when the purpose of the evaluation is establishing whether there are outcomes associated with a program and, if so, how confidently the results can be attributed to the program. If one concludes these designs are superior to alternatives for establishing causality, and have no more bad habits than the alternatives, then the RCT and the CGT are the methods of choice
Program Evaluation Development in the Newly Independent States
Get PDFThis paper provides a general overview of the development of program evaluation in CIS countries. We start by telling a story that describes how evaluation appeared in the scene, how it developed and who the key players were in its development. We discuss the issue of demand for and supply of evaluation services. In the conclusion, we describe our view of the stages in the emergence of evaluation in the CIS and the perspective of each. The four stages we identify are: “An External Phenomenon” (1991–1995), “Initiation” (1996–2000), “Assimilation” (2000–2004), and “Implementation” (2005 to the present)
Using Hierarchical Linear Modeling for Proformative Evaluation: A Case Example
Get PDFProformative evaluation—first introduced in Scriven’s (2006) The great enigma: An evaluation design puzzle—“is motivated, like formative evaluation, by the intention to improve something that is still developing, but unlike formative, the improvement is only possible by taking action, hence proactive instead of reactive, hence both, hence proformative” (M. Scriven, personal communication, March 9, 2006). An exploratory study was conducted to proformatively assess the effects of a pilot intervention intended to reduce negative attitudes toward the poor using a non-probability, convenience sample of 202 (149 women, 53 men) predominately White college students from a midsized Midwestern university. The study was conducted so that the program, prior to full-scale implementation, could be refined and more effectively designed. Hierarchical linear modeling was used to fit a two-level baseline (unconditional means) and growth model. The baseline model regressed the within individuals (nested) measures of attitudes toward the poor on time. The growth model regressed attitudes toward the poor on level two individual characteristics of gender, receipt of public assistance, race, and just-world beliefs