| Session Title: Evaluation Of Learning Processes As Dialogue Research |
| Multipaper Session 878 to be held in Laguna A on Saturday, Nov 5, 9:50 AM to 11:20 AM |
| Sponsored by the Research on Evaluation |
| Chair(s): |
| Annette Rasmussen, Aalborg University, anra@learning.aau.dk |
| Abstract: Recent years have seen quantitative evaluation research achieve a dominant position on the agenda of both social scientists and decision makers. This is a result of the widespread interest in evidence-based knowledge. The result is that qualitative dialogue research is being placed in a more marginal position when it comes to government funded research projects. However, there is a great scientific potential in dialogue research when it comes to conceptualizing meaning, social processes and contexts of learning. This multi-paper session addresses the issues, basic assumptions and contextual background of such dialogue-oriented approaches in education research from different social science perspectives. The first contribution discusses organizational aspects of conducting qualitative dialogue research. The second and third contribution look at research projects based on dialogue research with special regard to the methodological and ethical dilemmas that arise from this approach and need to be handled by the researcher. |
| Dilemmas of Just-in-Time Evaluation Research |
| Palle Rasmussen, Aalborg University, palleras@learning.aau.dk |
| This paper draws on experiences from a 3-year combined development and research project in general adult education done in three Danish regions. The aim of the project was to link courses in general adult education closer to workplaces and local communities. In the development part experimental course designs were formulated and tried out, while in the research part the conditions for and impact of the course designs were assessed through a number of case studies. The research design was open; the research tasks were decided in continuous negotiation between project managers and researchers. This assured that research resources were directed at tasks relevant to the overriding development objectives, but it also revealed differences between developers and researchers in the perception of relevance and validity of knowledge. The papers will discuss risks and potentials in this kind of collaboration between developers and researchers. |
| Dilemmas of Sense-making Evaluation and Assessment Research |
| Nanna Friche, Aalborg University, nanna@learning.aau.dk |
| This paper draws on experiences from a PhD-study of evaluation and assessment practices in a Danish community college. The aim of the study was to investigate how teachers and students make sense of non-everyday phenomenon like assessment and evaluation. With inspiration from user participating evaluation models (The BIKVA Model) the study was based on an explorative approach and the use of qualitative methods applied step-by-step starting with observation studies, followed by focus group interviews and completed by individual interviews. This approach revealed several methodological and ethical dilemmas of asking questions on sense-making processes. In addressing the questions; "How do people make sense of assessment?" and "What is credible evidence in assessment according to people?" this paper will discuss dilemmas of sense-making (and dialogue-oriented) assessment and evaluation research. |
| Dialogue Research Focused on Educational Frameworks |
| Annette Rasmussen, Aalborg University, anra@learning.aau.dk |
| This paper will describe the social science basis and background for a dialogue research approach in education. It takes as point of departure the evaluation requirements given in education development projects that are led by specific aims and policies. Evaluations following a dialogue approach are interested in, not only summing up the outcome of processes, but in understanding the learning processes during the initiative, including both the underlying interests of the participants and their understandings of the development initiative in question. So the approach is characterized by its orientation towards processes as well as participants, towards both structure and agency. In the paper these dimensions will be further outlined, related to case studies on education, and discussed with special regard to methodology, research methods and ethical considerations. |