ABSTRACT
The rhetoric of evidence-based practice is prevalent in national and international policy documents on innovation, healthcare, and education. Evidence is derived from an evaluation of new practices, and ideally, this involves a virtuous cycle of learning whereby the trajectory of policy can be adjusted to respond to the known effects of new practices. However, causal knowledge will often be uncertain or even unavailable, and it is important to consider strategies to cover a wide range of evaluation perspectives (Bredgaard et al., 2003).
