The Program Evaluation Standards in Evaluation Scholarship and Practice
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
Background: The Program Evaluation Standards that were developed and approved by the Joint Committee on Standards for Educational Evaluation have served as a resource to the broader evaluation field for over four decades. However, little evidence has been collected regarding the extent to which the standards have influenced the field through scholarship or professional practice. Purpose: This study seeks to estimate the prevalence of the Program Evaluation Standards in evaluation scholarship and professional practice. Setting: Not applicable. Intervention: Not applicable. Research Design: The study combines a systematic review of evaluation literature with a survey of American Evaluation Association (AEA) and Canadian Evaluation Society (CES) members. Data Collection and Analysis: A systematic review of articles published in 14 evaluation-specific journals from 2010 to 2020 was conducted to identify and typify articles citing the standards. Additionally, AEA and CES members were surveyed, with a focus on knowledge and use of the standards. Descriptive analyses are presented to quantify the prevalence of the standards in evaluation scholarship and practice, respectively. Findings: The systematic review revealed that 4.48% of the 4,460 articles published in 14 evaluation-specific journals from 2010 to 2020 contained some use of the standards. Survey results show that 53.14% of AEA members and 67.12% of CES members are familiar with the standards and that, among those with knowledge of the standards, most AEA (67.67%) and CES (71.74%) members use them at least “occasionally” in their professional work, education, and scholarship activities.
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 | 0.379 | 0.093 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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