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An application of the Impact Evaluation Process for designing a performance measurement and evaluation framework in K-12 environments

  • Guerra-López, Ingrid
  • Toker, Sacip
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    This article illustrates the application of the Impact Evaluation Process for the design of a performance measurement and evaluation framework for an urban high school. One of the key aims of this framework is to enhance decision-making by providing timely feedback about the effectiveness of various performance improvement interventions. The framework design process is guided by the Impact Evaluation Process, and included the participation of key stakeholders including administrative and teaching staff who all contributed to the performance measurement and evaluation framework design process. Key performance indicators at the strategic, tactical, and operational levels were derived from the school vision, and linked to specific interventions to facilitate the continuous evaluation and improvement process.

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    File URL: http://www.sciencedirect.com/science/article/pii/S0149718911000760
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    Article provided by Elsevier in its journal Evaluation and Program Planning.

    Volume (Year): 35 (2012)
    Issue (Month): 2 ()
    Pages: 222-235

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    Handle: RePEc:eee:epplan:v:35:y:2012:i:2:p:222-235
    Contact details of provider: Web page: http://www.elsevier.com/locate/evalprogplan

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    1. Lohman, Clemens & Fortuin, Leonard & Wouters, Marc, 2004. "Designing a performance measurement system: A case study," European Journal of Operational Research, Elsevier, vol. 156(2), pages 267-286, July.
    2. Ladd, Helen F. & Walsh, Randall P., 2002. "Implementing value-added measures of school effectiveness: getting the incentives right," Economics of Education Review, Elsevier, vol. 21(1), pages 1-17, February.
    3. Dyehouse, Melissa & Bennett, Deborah & Harbor, Jon & Childress, Amy & Dark, Melissa, 2009. "A comparison of linear and systems thinking approaches for program evaluation illustrated using the Indiana Interdisciplinary GK-12," Evaluation and Program Planning, Elsevier, vol. 32(3), pages 187-196, August.
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