Amy Gullickson
Datos Biográficos
| ID | 6601397 |
|---|---|
| NOMBRE | Amy Gullickson |
| NOMBRES | Amy |
| APELLIDO | Gullickson |
| FIRMA | GULLICKSON A |
| AFILIACIONES | The University of Melbourne |
| ORCID | 0000-0001-5408-9846 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
The Super Six Ideas Shaping Evaluation in Australia
Over the past decade, evaluation practice in Australia has evolved in response to shifting social, political and cultural contexts. Drawing on ten years of Australian Evaluation Society (AES) publications, submissions, thought pieces and key government strategy documents, this article synthesises patterns in evaluation discourse and practice and identifies six influential ideas shaping the field. These ideas are grouped into three themes: People …
Stairways to Heaven? Seeking Evaluative Reasoning in Publicly Available Evaluation Reports from the Australian Education Sector 2014–2024
The Australian government spends millions of dollars funding new programs every year. Taxpayers, policy makers, school leaders, teachers, and students need to know whether these programs are good. Legislation ensures they are evaluated, but do those evaluations report what good looks like, how good these programs are, and for whom? This research sought an answer to that question by analysing publicly available educational evaluations using a new …
Framing the future
In the last two decades, evaluator competency frameworks have become ubiquitous. Many have been developed by reviewing the literature and engaging in various research processes to ask evaluation practitioners what they do, in order to determine what evaluators should know and be able to do. Due to this practice focused approach, the underlying philosophical and theoretical assumptions of competencies are rarely questioned. In this article, the au…
Making the Learn Evaluation Assessment Portal
Evaluation is a practice with increasing global demand. However, an understanding of who wants to learn evaluation and their learning needs related to evaluator competencies is relatively unexplored. This article describes a research effort designed to address those needs using an evaluator competency self-assessment. Despite their validity challenges, self-assessments can yield valuable information for a variety of audiences. Respondents and the…
Moving from guideline to measure to findings
In 2013, the Australasian Evaluation Society (AES) launched the Evaluators’ Professional Learning Competency Framework. In 2020, the AES (now Australian Evaluation Society) partnered with learnevaluation.org to develop an online self-assessment for the AES community. The AES Competencies were explicitly designed to support professional learning, not as any kind of assessment instrument. Therefore, work was needed to update the competencies into a…
Evaluator competencies and self-assessment
Evaluative attitude in action
Evaluation students need a sense of how the expertise they bring and the knowledge and skills they are learning relate to the tasks of evaluation and to their own ongoing professional development. Within the Master of Evaluation and the Graduate Certificate in Evaluation at The University of Melbourne’s Assessment and Evaluation Research Centre (formerly the Centre for Program Evaluation), students use an evaluator competencies self-assessment to…
How Evaluation Advocates Use Interpersonal Skills to Engage Their Colleagues in Evaluation
Based on interviews and case studies in nonprofit organizations, this article examines the perspectives of evaluation advocates undertaking evaluation in culturally diverse contexts where interpersonal barriers may exist. Participants provided insights into how to overcome issues by developing meaningful interpersonal relationships, finding shared goals, and providing encouragement. This article presents practical strategies that anyone promoting…
Embedding evaluation in non-profit organisations
Integrating evaluation initiatives in organisations as part of routine operations to support organisational learning and development can be difficult; extant literature lacks detail on the factors enhancing sustainability. This article presents research undertaken with evaluation advocates attempting to embed evaluation in their Australian non-profit organisations. The research involved interviewing seventeen participants, four of whom also were …
What does it mean for an evaluation to be ‘valid’? A critical synthesis of evaluation literature
Evaluator Perspective
Making values explicit in evaluation practice
Values play a fundamental role in the evaluation process; however, evaluators and evaluation training have tended to focus on research methodology. Much less emphasis has been placed on explicit attention to values and valuing, and the steps necessary to justify those aspects of evaluation conclusions. In this article, we argue that to improve evaluation practice, we need to make values an explicit part of the evaluation process. Research done in…
Developing evaluation criteria using an ethical lens
Selecting and justifying relevant criteria is critical to defensible evaluative reasoning, yet there is little advice in the literature to guide practitioners in criteria development. In this article, we introduce a framework that draws on normative ethical perspectives to systematically identify and justify relevant dimensions of value for a public sector–funded program. We illustrate, through an example taken from a recent research project, how…
Making Formative Assessment Feasible
Formative assessment is a means of unlocking the ‘black box’ of an intervention to explore and understand cause and effect, and is, therefore, vital for improvements that lead to success. However, most funders focus on summative evaluation, and projects with limited resources struggle to meet that requirement, leaving formative investigations ideal, but infeasible. Yet, formative assessment is essential when conducting an intervention that must c…
Making values explicit in evaluation practice
Values play a fundamental role in the evaluation process; however, evaluators and evaluation training have tended to focus on research methodology. Much less emphasis has been placed on explicit attention to values and valuing, and the steps necessary to justify those aspects of evaluation conclusions. In this article, we argue that to improve evaluation practice, we need to make values an explicit part of the evaluation process. Research done in…
Moving from guideline to measure to findings
In 2013, the Australasian Evaluation Society (AES) launched the Evaluators’ Professional Learning Competency Framework. In 2020, the AES (now Australian Evaluation Society) partnered with learnevaluation.org to develop an online self-assessment for the AES community. The AES Competencies were explicitly designed to support professional learning, not as any kind of assessment instrument. Therefore, work was needed to update the competencies into a…
Developing evaluation criteria using an ethical lens
Selecting and justifying relevant criteria is critical to defensible evaluative reasoning, yet there is little advice in the literature to guide practitioners in criteria development. In this article, we introduce a framework that draws on normative ethical perspectives to systematically identify and justify relevant dimensions of value for a public sector–funded program. We illustrate, through an example taken from a recent research project, how…
Framing the future
In the last two decades, evaluator competency frameworks have become ubiquitous. Many have been developed by reviewing the literature and engaging in various research processes to ask evaluation practitioners what they do, in order to determine what evaluators should know and be able to do. Due to this practice focused approach, the underlying philosophical and theoretical assumptions of competencies are rarely questioned. In this article, the au…
Making the Learn Evaluation Assessment Portal
Evaluation is a practice with increasing global demand. However, an understanding of who wants to learn evaluation and their learning needs related to evaluator competencies is relatively unexplored. This article describes a research effort designed to address those needs using an evaluator competency self-assessment. Despite their validity challenges, self-assessments can yield valuable information for a variety of audiences. Respondents and the…
Embedding evaluation in non-profit organisations
Integrating evaluation initiatives in organisations as part of routine operations to support organisational learning and development can be difficult; extant literature lacks detail on the factors enhancing sustainability. This article presents research undertaken with evaluation advocates attempting to embed evaluation in their Australian non-profit organisations. The research involved interviewing seventeen participants, four of whom also were …
Making Formative Assessment Feasible
Formative assessment is a means of unlocking the ‘black box’ of an intervention to explore and understand cause and effect, and is, therefore, vital for improvements that lead to success. However, most funders focus on summative evaluation, and projects with limited resources struggle to meet that requirement, leaving formative investigations ideal, but infeasible. Yet, formative assessment is essential when conducting an intervention that must c…
Making values explicit in evaluation practice
Values play a fundamental role in the evaluation process; however, evaluators and evaluation training have tended to focus on research methodology. Much less emphasis has been placed on explicit attention to values and valuing, and the steps necessary to justify those aspects of evaluation conclusions. In this article, we argue that to improve evaluation practice, we need to make values an explicit part of the evaluation process. Research done in…
Developing evaluation criteria using an ethical lens
Selecting and justifying relevant criteria is critical to defensible evaluative reasoning, yet there is little advice in the literature to guide practitioners in criteria development. In this article, we introduce a framework that draws on normative ethical perspectives to systematically identify and justify relevant dimensions of value for a public sector–funded program. We illustrate, through an example taken from a recent research project, how…
What does it mean for an evaluation to be ‘valid’? A critical synthesis of evaluation literature
Evaluator Perspective
How Evaluation Advocates Use Interpersonal Skills to Engage Their Colleagues in Evaluation
Based on interviews and case studies in nonprofit organizations, this article examines the perspectives of evaluation advocates undertaking evaluation in culturally diverse contexts where interpersonal barriers may exist. Participants provided insights into how to overcome issues by developing meaningful interpersonal relationships, finding shared goals, and providing encouragement. This article presents practical strategies that anyone promoting…
Embedding evaluation in non-profit organisations
Integrating evaluation initiatives in organisations as part of routine operations to support organisational learning and development can be difficult; extant literature lacks detail on the factors enhancing sustainability. This article presents research undertaken with evaluation advocates attempting to embed evaluation in their Australian non-profit organisations. The research involved interviewing seventeen participants, four of whom also were …
Framing the future
In the last two decades, evaluator competency frameworks have become ubiquitous. Many have been developed by reviewing the literature and engaging in various research processes to ask evaluation practitioners what they do, in order to determine what evaluators should know and be able to do. Due to this practice focused approach, the underlying philosophical and theoretical assumptions of competencies are rarely questioned. In this article, the au…
Making the Learn Evaluation Assessment Portal
Evaluation is a practice with increasing global demand. However, an understanding of who wants to learn evaluation and their learning needs related to evaluator competencies is relatively unexplored. This article describes a research effort designed to address those needs using an evaluator competency self-assessment. Despite their validity challenges, self-assessments can yield valuable information for a variety of audiences. Respondents and the…
Moving from guideline to measure to findings
In 2013, the Australasian Evaluation Society (AES) launched the Evaluators’ Professional Learning Competency Framework. In 2020, the AES (now Australian Evaluation Society) partnered with learnevaluation.org to develop an online self-assessment for the AES community. The AES Competencies were explicitly designed to support professional learning, not as any kind of assessment instrument. Therefore, work was needed to update the competencies into a…
Evaluator competencies and self-assessment
Evaluative attitude in action
Evaluation students need a sense of how the expertise they bring and the knowledge and skills they are learning relate to the tasks of evaluation and to their own ongoing professional development. Within the Master of Evaluation and the Graduate Certificate in Evaluation at The University of Melbourne’s Assessment and Evaluation Research Centre (formerly the Centre for Program Evaluation), students use an evaluator competencies self-assessment to…
The Super Six Ideas Shaping Evaluation in Australia
Over the past decade, evaluation practice in Australia has evolved in response to shifting social, political and cultural contexts. Drawing on ten years of Australian Evaluation Society (AES) publications, submissions, thought pieces and key government strategy documents, this article synthesises patterns in evaluation discourse and practice and identifies six influential ideas shaping the field. These ideas are grouped into three themes: People …
Stairways to Heaven? Seeking Evaluative Reasoning in Publicly Available Evaluation Reports from the Australian Education Sector 2014–2024
The Australian government spends millions of dollars funding new programs every year. Taxpayers, policy makers, school leaders, teachers, and students need to know whether these programs are good. Legislation ensures they are evaluated, but do those evaluations report what good looks like, how good these programs are, and for whom? This research sought an answer to that question by analysing publicly available educational evaluations using a new …
Evaluation and Performance Assessment (14 obras) · Computer Science (10 obras) · Psychology (9 obras) · Engineering (6 obras) · Community Health and Development (4 obras) · Educational Assessment and Improvement (4 obras) · Management science (4 obras) · Political science (4 obras) · Student Assessment and Feedback (4 obras) · Engineering ethics (3 obras)