Year: 2015
Author: Mission, Edmund, Clinton, Janet, Pinchas, Daniel, Hassim, Eeqbal, Aston, Ruth
Type of paper: Abstract refereed
Abstract:
This paper provides an overview of the process of knowledge translation that is occurring during the evaluation of the implementation of the APST. In doing, the authors discuss and disseminate the data gathered during the evaluation, with an aim to share and translate the findings of the evaluation for the education profession.
Central to the focus of the paper is the principle of utility in underscoring the way in which the evaluation has been designed and conducted. This is discussed alongside the significance of translating knowledge in order to inform educational practitioners, and feeding it back to practice.
To achieve the impact of knowledge translation and in sharing the results of the evaluation with the broader evaluation community, the Centre for Program Evaluation formed a partnership with AITSL. Working collaboratively throughout the project, the evaluators and client worked to construct effective ways in which knowledge is disseminated. As such, it was perceived that educational organisations and educators themselves would be more informed about the APST implementation.
Drawing on the findings from the evaluation project, the paper presents evidence-based outcomes and insights in terms of resources and planning required for the implementation process, with relevant examples from cases in practical terms. Framed against evaluation principles of utility, the paper contributes to the field by offering researchers and educators with direct access to advanced knowledge on the basis of the APST implementation.
Central to the focus of the paper is the principle of utility in underscoring the way in which the evaluation has been designed and conducted. This is discussed alongside the significance of translating knowledge in order to inform educational practitioners, and feeding it back to practice.
To achieve the impact of knowledge translation and in sharing the results of the evaluation with the broader evaluation community, the Centre for Program Evaluation formed a partnership with AITSL. Working collaboratively throughout the project, the evaluators and client worked to construct effective ways in which knowledge is disseminated. As such, it was perceived that educational organisations and educators themselves would be more informed about the APST implementation.
Drawing on the findings from the evaluation project, the paper presents evidence-based outcomes and insights in terms of resources and planning required for the implementation process, with relevant examples from cases in practical terms. Framed against evaluation principles of utility, the paper contributes to the field by offering researchers and educators with direct access to advanced knowledge on the basis of the APST implementation.