ABSTRACT
In this chapter we consider evaluation as a process by which the effectiveness of educational interventions can be assessed. In selecting the model and approach to be used for evaluation, we suggest that various issues should be considered. These include the scale or scope of the evaluation process. You will need to consider whether a smaller amount of relatively simple data from a large sample will serve particular evaluation purposes better than a wide range of more complex data from a smaller sample. The choice that is made will depend in part upon the purposes of the evaluation. We examine summative purposes of evaluation: for instance, to ensure accountability to bodies or individuals remote from the teaching context, where quantitative data within predetermined categories with predetermined criteria for success may be the most appropriate approach. We also look at the formative purposes of evaluation: for instance, the desire to improve your practice, where qualitative data that include unintended as well as intended processes and outcomes may be particularly useful.
