Why a Special Issue of Practice Notes about How to Teach Evaluation?: Introducing This Special Issue of The <i>Canadian Journal of Program Evaluation</i>
Bibliographic record
Abstract
In the fi eld of evaluation there have long been tensions between the ideas of evaluation as a transactional practice and evaluation as an aspirational practice intrinsically related to questions of worth, purpose, and value. While one of the hallmarks of contemporary evaluation remains its practical, problem-solving orientation, evaluation is not simply the technical application of inquiry methods to address "real world" problems It is also a highly contextualized socio-political process involving a signifi cant, orchestrated interplay between theory and practice, mediated by dialogue and by refl ective practice, and its successful practice requires evaluators to engage with constraints, pressures, opportunities, ambiguities, and uncertainties Evaluation practice is further informed by a constellation of theories and conceptual models from diverse disciplines, by its contexts of practice, and by the evaluator's moral/political stance and commitment
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How this classification was reachedexpand
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 | 0.070 | 0.088 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.029 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".