Evaluation Design: Policy-Oriented Evaluation Research Design

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EVALUATION RESEARCH DESIGNS

1. Policy-Oriented Evaluation Design
Policy-oriented evaluation research design refers to studies embarked on for the purpose of generating change in existing educational policies and practices. Policy-oriented evaluation design is adopted for critical examination of the efficacy or effectiveness of existing policy with a view to providing relevant information for making of new policy or modifying existing policy, monitoring and implementing it. This design is often adopted to enable politicians and administrators have empirical evidence on which they can add their own value judgments before embarking on a consistent course of action that involves development and implementation of new policy. Funds at the disposal
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Action research is somehow similar to applied research which is ultimately aimed at testing of theories or theoretical concepts in actual problem solving situations for improvement of organizational processes and products. However, applied research is broader, more rigorous and generalizable to other similar or comparable settings than action research. Applied research is far more rigorous in the application of scientific method for establishment of relationships and testing of theories than action research. Also, applied research demands greater randomization in sampling, more stringent control of variables, larger sample size and appropriate generalization of its findings to comparable situations than action research. Action research focuses more on very specific problem solving in a particular circumstance than applied research. For instance, the practical resolution of educational problems in action research is aimed at improvement of specific localized (not generalizable) teaching-learning practices in the school covered by the research. It applies scientific method loosely in solving real-life school problems to locally improve teaching-learning quality in the particular school under…show more content…
It is a scientific self-reflective enquiry embarked upon by participants in or staff of an organization through planning, acting, observing and self-examination of the rationality and justification of their practices and the scenario in which they practice for the sole purpose of subsequently improving the same practices within that setting (Marquardt, 2009; Berge and Ve, 2000 and Meltzoff, 2007). In the view of Blaxter, Hughes and Tight (2009), the seven criteria outlined below interact dynamically to distinguish action research from other research methodologies.
1. Action research is highly educative.
2. It deals with individuals as members of specific social or professional groups.
3. Action research focuses on specific professional problem at the moment in specified context and is ultimately future-oriented.
4. It not only requires, but actually involves a change intervention in professional practices (praxis) of a given field of specialization by the practitioners themselves.
5. It is aimed at improvement, synergy and involvement for better and greater productivity.
6. It is a cyclic process in which research, action and evaluation are

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