Session Information
23 SES 07 A, Knowledge Politics and Scientification of Education Reform (part 1)
Symposium, Continued in 23 SES 08 A
Contribution
The paper investigates how educational authorities apply scientific knowledge in policy making processes in order to initiate and implement innovation and programs for improvement. First, the paper investigates characteristics of research based evaluation of educational reforms, e.g. in Germany, Switzerland and Norway.Approaches to research based evaluation are discussed related to focus and problem orientation, design, methodological aspects, theoretical foundations, resources, and outcomes. Second, the paper discuss the increasing demand that evaluation should provide outcomes in terms of evidence of “what works” (cf. Slavin, 2007). Therefore, a particular focus is directed towards how the concepts of evidence is understood and used in different contexts. The paper discusses problematic aspects related to the use of this concept and interpretations of what counts as evidence (cf. Bridges, 2008). It also raises questions with regard to the underlying policy agendas and the extent to which evaluation of educational reforms can be seen as part of renewing political legitimacy. Therefore, the paper draws on the discussion of measuring impact, the trend from formative evaluation towards summative evaluation with all its consequences. Finally, some important implications for policy making and conducting evaluations, as well as the relationship between evaluation and research are outlined.
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