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Just as architects design houses, evaluators design evaluations. Although the way in which the actual construction of the building proceeds is of crucial importance, it is the design stage, which includes all the specifications for the types of materials to be used, as well as the aesthetic and structural qualities of the final building, which is critical to the well‐being of the project. There are important parallels which exist between the work of the architect and the work of the evaluator. Like the architect, the evaluator produces a design, but does not necessarily carry out what has been designed in practice—the implementation of the evaluation can be left to others. Equally, the evaluator, like the architect, often acts as a specialist consultant on behalf of a client.

At present, the evaluation methodology on the design innovation of the stadia is not complete. The degree of innovation of the design scheme of the stadia still cannot be quantitatively estimated; this inability makes it difficult to guide the selection of a design scheme. To solve the problem of evaluation on the innovative design of the stadia, improve such design’s evaluation theory, and accurately direct the selection of the design scheme of the stadia, the Delphi method is used to select evaluation indexes. Moreover, analytic hierarchy process (AHP) is applied to determine the index weight in this study; based on this index weight, fuzzy comprehensive evaluation is used to establish the model of the design innovation evaluation of the stadia. The model involves the comprehensive and simple selection of indexes and the high reliability of weight selection; the model can quantitatively calculate the comprehensive index evaluation value of the design innovation of the stadia in a relatively accurate and rapid way. In this study, Hunan People’s Stadium is taken as the example for design innovation evaluation; the procedure of design innovation evaluation is introduced in detail. The design innovation evaluation value of the stadia is 2.977 through analysis; this value indicates an ordinary degree of innovation. The innovation evaluation value of the shape is 3.425; this value shows a relatively high degree of innovation. The innovation evaluation value of the structure is 2.47; this value represents a relatively low degree of innovation. The model in this study is an accurate and prompt model that can conduct a comprehensive evaluation on the design innovation of the stadia based on quantitative calculation. This model directly and comprehensively finds the advantages and disadvantages of a design scheme. Thus, it is quite suitable for the design innovation evaluation of the stadia.

This paper is based on a study which examined the current training evaluation activity and challenges that face Kuwaiti organisations. The study sample was five UK organisations (recognised as best practice organisations in their T&D activities) and 77 Kuwaiti organisations (40 government and 37 private). Interviews and questionnaires were used. The study reveals that the majority of respondents, both in government and in private sectors, only evaluate their training programme occasionally. The most popular evaluation tools and technique used by government and private sectors were questionnaires. The most common model used by Kuwaiti organisations is the Kirkpatrick model, while the most common level of evaluation for both government and private sector is reaction type.

Purpose. To provide an overview of the approach to EIS evaluation taken by the eVALUEd toolkit and relate this to other work in this area. Design/methodology/approach. The eVALUEd toolkit was designed to fill a gap in EIS evaluation in relation to qualitative techniques, user‐focused evaluation and the utilisation of evaluation findings. Findings. The eVALUEd toolkit makes a distinct contribution to EIS evaluation through its focus on people rather than resources or technology, emphasis on qualitative methods and promotion of all aspects of the evaluation cycle. Research limitations/implications. Further work is required in relation to mixed methods of EIS evaluation and case studies would provide greater insight into the ways in which such data can be used in practice. Practical implications. There should be greater consideration given to the use of qualitative methods of EIS evaluation as statistical data alone are rarely sufficient for investigating complex problems and planning and managing services. However, there is a need for further guidance and training in this area. Originality/value. Aimed at library practitioners and researchers and others who provide support with evaluation. Reports on a practical tool and offers a balance to work focused on quantitative evaluation methods.

College badminton gymnasium is an important place where students take physical exercise. Student satisfaction index for badminton gymnasium is an important factor which influences the design of badminton gymnasium. To improve the design and construction level of college badminton gymnasium, student satisfaction index evaluation system for the design of college badminton gymnasium was constructed, and empirical study of the system was carried out. Delphi method was applied to screen evaluation indicators, and analytical hierarchy process (AHP) was used to confirm the weight of evaluation indicators. Finally, student satisfaction index evaluation system for the design of college badminton gymnasium was constructed, including 3 first-level indicators (external form design, internal layout design and application function design) and 12 second-level indicators. Hunan University of Finance and Economics was taken for example to demonstrate student satisfaction index evaluation system for the design of college badminton gymnasium. Besides, comprehensive evaluation score of the badminton gymnasium was gained. The student satisfaction index evaluation system is an effective tool to evaluate the design of college badminton gymnasium. During the design of college badminton gymnasium in China, the application function and internal layout should mainly be taken into account.

The paper's aim is to assess the usefulness of the real time evaluation methodology in rapid‐onset humanitarian emergencies and to document recurring constraints and lessons learned.

A small online survey was carried out among evaluation interviewees and a desk study was commissioned to extrapolate good practice and learning points from nine evaluations carried out by one international organisation over the past three years.

Given the changing nature of the environment in which agencies work during rapid onset humanitarian emergencies, impact evaluations are often carried out too late for important programme changes to be made. The real time evaluation methodology has proved to be a reliable and useful tool for process evaluation during rapid‐onset emergencies. However, it is clear, if it does not take place within the first two months the chances of programmatic changes being made are minimal. There is still the issue of organisational learning and ensuring that lessons learned from one response are taken forward in future programmes. Although there are several risks associated with the methodology, these are outweighed by the advantages, both immediate and longer‐term.

The findings from these studies has been of value to the organisation but they are also of interest to the wider humanitarian sector struggling with the practicalities of process evaluations in a challenging environment.

Although there are several publications about real time evaluation methodology, this paper is one of the first attempts by a non‐UN organisation to critically review evaluation reports and to document the staff opinions.

The purpose of this paper is to examine evaluations of teaching from viewpoints of lecturers and students to reveal perceived differences in teaching performance.

A survey is administered to lecturers and students in a large‐scale university in Taiwan. Valid samples include ten lecturers and 250 students. Upon obtaining consensuses from lecturers, 25 students in each course are randomly selected to fill out questionnaires. Lecturers are requested to fill out questionnaires designed for instructors only. Factor, cluster, and multivariate analyses of variance are applied in analyzing the survey data. Five dimensions of evaluations of teaching are extracted from students' viewpoints, including content of materials, learning condition, interaction, attitudes, and responsiveness. These five factors are used in the clustering procedure to segment courses into superior‐ and inferior‐quality.

Results indicate surveyed students in the clusters of superior‐ and inferior‐quality courses have statistical differences in seriousness of evaluations of teaching performance and how they believe the suggestions will be taken into consideration in modifications of teaching styles. However, lecturers of superior‐ and inferior‐quality courses are not statistically different in their viewpoints in how they value evaluations of teaching performance.

Survey data in this paper are obtained from a single university. Students are able to distinguish courses of different quality in various dimensions, but lecturers seem to believe that they have done well in teaching and will not know differences in teaching performance perceived by students as of superior‐or inferior‐quality.

For efficient utilization of student evaluations of teaching in educational institutions, gaps in perceived differences in teaching performance from lecturers and students need to be identified and filled.

End‐of‐term student evaluations of teaching are used in educational institutions for assessing how well instructors do in helping students to learn theoretical and practical aspects of knowledge. Findings in this paper can be used to form a baseline for educational institutions to improve applicability of student evaluations of teaching.

In her regular column examining key issues facing community safety practitioners, Sarah Morton from Matrix Research and Consultancy considers evaluation.Everyone agrees that evaluation allows services to systematically investigate the effectiveness of interventions, determining their value, allowing for evidence‐informed decision‐making and increasing the accountability of such decisions.

Quality-Oriented Education (su zhi jiao yu) is a national education reform initiative that presents ongoing opportunities and challenges to schools, local bureaus of education, and the overall educational system in China today. This chapter seeks to gain insight into if and how Quality-Oriented Education, 10 years into its enactment, has taken root in practice. We posit that a reform agenda is best manifested through well-aligned and operable standards for school effectiveness. We introduce the policy-driven definition for school effectiveness and an evaluation framework depicting the intended focus of Quality-Oriented Education. Using an iterative and inductive process for content analysis, we compare the policy-driven framework with the coding results of a 2009 national inventory of actual school evaluation schemes in 91 Chinese school districts. Our review points out that the new mission of Quality-Oriented Education advocates educational equity, curriculum reform, and systemic support for school-based management. However, at the operational level, there are great variations in terms of content domain, focus, and function among school evaluation schemes with notable regional differences. Furthermore, schools are still caught between the existing system that measures school performance by achievement and the intended accountability scheme that calls for enhanced student ability. This chapter adds to the empirical foundation for the development of a new framework that not only captures the spirit of the national educational reform but also is informed of the developmental needs of schools in drastically different geo-economical and social conditions.

Analyzing educational evaluation not only implies investigating its goals, methods, and dimensions, but also studying the rationale behind it. The present contribution relates this rationale to the interests and the goals set by the agents involved in the formulation and implementation of educational evaluation. When it comes to the evaluation of higher education in Brazil, the specific topic of this chapter, those agents are not restricted to the scope of public departments and boards of education; also included are national and international companies as well as inter- and supranational organizations that directly or indirectly set up quality and efficiency standards for educational processes. Particularly, the rationale and the goals of the higher education evaluation models developed in Brazil from the 1970s up to the present will be focused on, highlighting the close relationship between educational assessment and educational regulation.