Evaluation and change in a literacy program

Public Deposited
Resource Type
  • This case study examines implications of a completed evaluation at an experimental adult basic education project. While the literature of evaluation usage shows a high proportion of reports moving from evaluator to shelf having had little effect, there were, in this case, many changes congruent with recommendations in the report. This study examines change in one element - a shift from one-on-one delivery to group delivery of instruction -  and isolates factors which made this change possible. It finds that the evaluation was intimately involved in the change, and that there were essential conditions beyond evaluation quality which were essential to bringing the change about - including compatibility of educational philosophy between evaluators and users of the evaluation and the existence of a corporate 'learning culture'. It finds that different users legitimately require different types  and presentations of information, and recommends targeting reports to meet those requirements.

Thesis Degree Level
Thesis Degree Name
Thesis Degree Discipline
Access Rights
Rights Notes
  • Copyright © 1994 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 1994


In Collection: