To Be or Not to Be a Profession: Pros, Cons and Challenges for Evaluation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Debates on the professionalization of evaluation regularly fuel controversies. Evaluation literature contains varied points of view in favour of or against means of restricting access to the profession and quality control mechanisms. This article examines the aims pursued (e.g. institutionalization, quality improvement, ethical practice) and challenges faced by the promoters of the professionalization of evaluation. It also presents the mechanisms and means envisioned in Canada by the Société québécoise d’évaluation de programme (Québec Society of Programme Evaluation: SQEP) designed to address these points. These mechanisms include the drafting process of an evaluation charter, membership of a professional order and evaluator certification. This article is based on a documentary review and an analysis of semi-directed interviews conducted with current and former members of the SQEP and its administrative council. These results help to fuel debates in matters of the professionalization of evaluative practice which arise in most contexts where evaluation has reached a certain maturity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.033 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it