14.1 Ways of seeing impact

Gregson, Margaret and Nixon, Lawrence (2015) 14.1 Ways of seeing impact. In: Readings for reflective teaching in further, adult and vocational education. Reflective Teaching . Bloomsbury, London, pp. 232-236. ISBN 978-1-4725-8650-6

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Abstract

Decisions about what should be evaluated in education, how and by whom, have far-reaching consequences for systems of education and the societies which shape them and are, in turn, shaped by them. This reading raises concerns about the reliability, validity and impact of summative, ‘technical–rational’ approaches to the development, imple- mentation and evaluation of educational policy. Gregson and Nixon argue that such ‘technical–rational’ approaches can all too easily overlook the processes of impact and ‘softer’ or more subtle indicators of impact, although difficult to measure or quantify, are often equally – if not more – important in educational contexts than their ‘harder’ counterparts.
Edited from: Gregson, M. and Nixon, L. (2009) ‘Assessing effectiveness: ways of seeing impact’, International Journal of Interdisciplinary Social Sciences, 21(3).

Item Type: Book Section
Subjects: Education > Further Education
Divisions: Faculty of Education and Society
Depositing User: Margaret Gregson
Date Deposited: 14 May 2018 12:48
Last Modified: 14 May 2018 12:48
URI: http://sure.sunderland.ac.uk/id/eprint/9325

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