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Short-term, takes project goals as given; Ignores the evaluation of longer-term outcomes;

Conformative Evaluation (Stronach, I. and Morris, B. (1994) Polemical notes on educational evaluation in an age of ‘policy hysteria’. Evaluation and Research in Education, 8 (1&2), pp. 5-19). Short-term, takes project goals as given; Ignores the evaluation of longer-term outcomes;

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Short-term, takes project goals as given; Ignores the evaluation of longer-term outcomes;

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  1. Conformative Evaluation(Stronach, I. and Morris, B. (1994) Polemical notes on educational evaluation in an age of ‘policy hysteria’. Evaluation and Research in Education, 8 (1&2), pp. 5-19). • Short-term, takes project goals as given; • Ignores the evaluation of longer-term outcomes; • Gives undue weight to the perceptions of programme participants who are responsible for the successful development and implementation of the programme: ‘over-reports’ change; • Neglects/‘under-reports’ the views of some practitioners and critics;

  2. Conformative Evaluation • Adopts an atheoretical approach, and regards the aggregation of opinion as the determination of significance; • Involves a tight contractual relationship with programme sponsors that disbars public reporting or encourages self-censorship to protect future funding; • Risks implicit advocacy of the programme in its reporting style.

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