There were some interesting reads in this section.
I have linked governance and policy evaluation to the Bruce King 'evaluation' of the Enabling programs at CQUniversity. What do we do with evaluation and how do we process evaluation information? Often there is organization resistance to many forms of evaluation - that is of course unless the evaluation is organizationally based. As we are all aware, all evaluations are, and can be, open to manipulation to suit the 'requirements of the evaluation'. In the example I have stated above - it is important to consider the conditions of the evaluation - are they merely a source of legitimization as Boswell indicates can be the case. That is: has the decision of the evaluation outcome already been decided?. In the example indicated - while extensive research was carried out - it is far easier to have an external party offer an evaluation in that they can come and go and not be part of the fall out of the evaluation findings - or to experience the 'wash-back effects' as Anderson and Wall discuss in this article.
In terms of Course Evaluations - good or bad, they are used as parameters of teaching productivity and outcomes. Educators need to keep in mind that difference forms of evaluation vary in effectiveness from student to student depending on learning styles are preferences. I recently attending an International Enabling Conference - various speakers here indicated the need for flexible and creative evaluation techniques that they were implementing to align with students learning styles, which is quite the opposite to the norm. Evaluations here allowed students to show understanding of course materials by which ever means worked for them, so long as they meaning was clear. Examples here included building workable scale versions of constructions to show understanding of elements of pre-Engineering requirements, such as measurements, weights etc.
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