Bianca Montrosse‐Moorhead
Dados Biográficos
| ID | 6529311 |
|---|---|
| NOME | Bianca Montrosse‐Moorhead |
| PRENOMES | Bianca |
| SOBRENOME | Montrosse‐Moorhead |
| ASSINATURA | MOORHEAD B M |
| AFILIAÇÕES | University of Connecticut |
| ORCID | 0000-0001-8566-0347 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 35 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
The garden of evaluation approaches
This article presents an expanded Garden of Evaluation Approaches, a multidimensional framework that bridges theory and practice to strengthen evaluation in complex global contexts. The Garden now maps 13 approaches across intersecting dimensions and introduces two new elements: evaluand focus and lifecycle timing. Developed through systematic review and rubric-based analysis, it operationalises theoretical distinctions into visual profiles and e…
Refining nascent interventions through emergent design evaluation
Evaluating nascent educational interventions requires a specific kind of evaluation theory. This paper provides a case example of the emergent design evaluation approach, one theory created for use with developing interventions, but that has limited examples within published literature for practitioners to learn from. The emergent design evaluation theory was used to evaluate the design and implementation of a high school biology unit integrating…
The Garden of Evaluation Approaches
Evaluation competency frameworks across the globe regard evaluation approaches as important to know and use in practice. Prior classifications have been developed to aid in understanding important differences among varying approaches. Nevertheless, there is an opportunity for a new classification of evaluation approaches, in particular one that is practitioner-oriented, intended to guide decision-making in practice, and inclusive of all scholarsh…
Navigating the boundaries between evaluators and similar applied professionals
This article is part of a larger project to examine who calls themselves an evaluator and why, as well as how evaluators differ from non-evaluators. For the present article, 40 professionals doing applied work (e.g. evaluators, researchers) participated in an hour-long semi-structured interview, which involved questions about their journey into the field, applied practice, and professional identity. Research questions were: what does the journey …
Investigating Students’ Learning Experiences in a Neural Engineering Integrated STEM High School Curriculum
STEM integration has become a national and international priority, but our understanding of student learning experiences in integrated STEM courses, especially those that integrate life sciences and engineering design, is limited. Our team has designed a new high school curriculum unit that focuses on neural engineering, an emerging interdisciplinary field that brings together neuroscience, technology, and engineering. Through the implementation …
If Building Trust Is Important, How Do We Teach Novice Evaluators to Do It
Building trust with stakeholders is essential for conducting meaningful evaluation work. This practice note describes an instructional activity developed to help novice evaluators learn to build and maintain trust with stakeholders, and illuminates key pedagogical aspects to aid evaluation educators in using or adapting this learning activity. Relevant literature is reviewed before describing why trust is the focus, the learning context in which …
Integrating Big Data Into Evaluation
Despite the rising popularity of big data, there is speculation that evaluators have been slow adopters of these new statistical approaches. Several possible reasons have been offered for why this is the case: ethical concerns, institutional capacity, and evaluator capacity and values. In this method note, we address one of these barriers and aim to build evaluator capacity to integrate big data analytics into their studies. We focus our efforts …
Evaluator Education Curriculum
A budding area of research is devoted to studying evaluator curriculum, yet to date, it has focused exclusively on describing the content and emphasis of topics or competencies in university-based programs. This study aims to expand the foci of research efforts and investigates the extent to which evaluators agree on what competencies should guide the development and implementation of evaluator education. This study used the Delphi method with ev…
The overall and differential effects of a targeted prekindergarten program
Toward the Development of Reporting Standards for Evaluations
This article first makes a case for the need to establish evaluation reporting standards, support for which is rooted in the growing demand for professionalization, in the growing metaevaluation literature, and in growing efforts to develop reporting standards for inquiry efforts. Then, a case is made for a particular set of such standards introduced in this article—the CHecklist for Evaluation-Specific Standards (CHESS). In doing so, this articl…
Evaluator Competencies
This article explores the overlaps and disconnects between the competencies evaluators acquire during graduate school and those required and desired by employers. To investigate this relationship, two different surveys are administered, one for job seekers and the other for employers; 205 postings in the American Evaluation Association job bank were analyzed. The findings suggest that employers, job seekers, and job posters generally agree on the…
Evaluator Competencies
This article explores the overlaps and disconnects between the competencies evaluators acquire during graduate school and those required and desired by employers. To investigate this relationship, two different surveys are administered, one for job seekers and the other for employers; 205 postings in the American Evaluation Association job bank were analyzed. The findings suggest that employers, job seekers, and job posters generally agree on the…
Toward the Development of Reporting Standards for Evaluations
This article first makes a case for the need to establish evaluation reporting standards, support for which is rooted in the growing demand for professionalization, in the growing metaevaluation literature, and in growing efforts to develop reporting standards for inquiry efforts. Then, a case is made for a particular set of such standards introduced in this article—the CHecklist for Evaluation-Specific Standards (CHESS). In doing so, this articl…
The Garden of Evaluation Approaches
Evaluation competency frameworks across the globe regard evaluation approaches as important to know and use in practice. Prior classifications have been developed to aid in understanding important differences among varying approaches. Nevertheless, there is an opportunity for a new classification of evaluation approaches, in particular one that is practitioner-oriented, intended to guide decision-making in practice, and inclusive of all scholarsh…
Navigating the boundaries between evaluators and similar applied professionals
This article is part of a larger project to examine who calls themselves an evaluator and why, as well as how evaluators differ from non-evaluators. For the present article, 40 professionals doing applied work (e.g. evaluators, researchers) participated in an hour-long semi-structured interview, which involved questions about their journey into the field, applied practice, and professional identity. Research questions were: what does the journey …
Integrating Big Data Into Evaluation
Despite the rising popularity of big data, there is speculation that evaluators have been slow adopters of these new statistical approaches. Several possible reasons have been offered for why this is the case: ethical concerns, institutional capacity, and evaluator capacity and values. In this method note, we address one of these barriers and aim to build evaluator capacity to integrate big data analytics into their studies. We focus our efforts …
Evaluator Education Curriculum
A budding area of research is devoted to studying evaluator curriculum, yet to date, it has focused exclusively on describing the content and emphasis of topics or competencies in university-based programs. This study aims to expand the foci of research efforts and investigates the extent to which evaluators agree on what competencies should guide the development and implementation of evaluator education. This study used the Delphi method with ev…
The overall and differential effects of a targeted prekindergarten program
Evaluator Competencies
This article explores the overlaps and disconnects between the competencies evaluators acquire during graduate school and those required and desired by employers. To investigate this relationship, two different surveys are administered, one for job seekers and the other for employers; 205 postings in the American Evaluation Association job bank were analyzed. The findings suggest that employers, job seekers, and job posters generally agree on the…
Toward the Development of Reporting Standards for Evaluations
This article first makes a case for the need to establish evaluation reporting standards, support for which is rooted in the growing demand for professionalization, in the growing metaevaluation literature, and in growing efforts to develop reporting standards for inquiry efforts. Then, a case is made for a particular set of such standards introduced in this article—the CHecklist for Evaluation-Specific Standards (CHESS). In doing so, this articl…
The overall and differential effects of a targeted prekindergarten program
If Building Trust Is Important, How Do We Teach Novice Evaluators to Do It
Building trust with stakeholders is essential for conducting meaningful evaluation work. This practice note describes an instructional activity developed to help novice evaluators learn to build and maintain trust with stakeholders, and illuminates key pedagogical aspects to aid evaluation educators in using or adapting this learning activity. Relevant literature is reviewed before describing why trust is the focus, the learning context in which …
Integrating Big Data Into Evaluation
Despite the rising popularity of big data, there is speculation that evaluators have been slow adopters of these new statistical approaches. Several possible reasons have been offered for why this is the case: ethical concerns, institutional capacity, and evaluator capacity and values. In this method note, we address one of these barriers and aim to build evaluator capacity to integrate big data analytics into their studies. We focus our efforts …
Evaluator Education Curriculum
A budding area of research is devoted to studying evaluator curriculum, yet to date, it has focused exclusively on describing the content and emphasis of topics or competencies in university-based programs. This study aims to expand the foci of research efforts and investigates the extent to which evaluators agree on what competencies should guide the development and implementation of evaluator education. This study used the Delphi method with ev…
Investigating Students’ Learning Experiences in a Neural Engineering Integrated STEM High School Curriculum
STEM integration has become a national and international priority, but our understanding of student learning experiences in integrated STEM courses, especially those that integrate life sciences and engineering design, is limited. Our team has designed a new high school curriculum unit that focuses on neural engineering, an emerging interdisciplinary field that brings together neuroscience, technology, and engineering. Through the implementation …
Navigating the boundaries between evaluators and similar applied professionals
This article is part of a larger project to examine who calls themselves an evaluator and why, as well as how evaluators differ from non-evaluators. For the present article, 40 professionals doing applied work (e.g. evaluators, researchers) participated in an hour-long semi-structured interview, which involved questions about their journey into the field, applied practice, and professional identity. Research questions were: what does the journey …
The Garden of Evaluation Approaches
Evaluation competency frameworks across the globe regard evaluation approaches as important to know and use in practice. Prior classifications have been developed to aid in understanding important differences among varying approaches. Nevertheless, there is an opportunity for a new classification of evaluation approaches, in particular one that is practitioner-oriented, intended to guide decision-making in practice, and inclusive of all scholarsh…
Refining nascent interventions through emergent design evaluation
Evaluating nascent educational interventions requires a specific kind of evaluation theory. This paper provides a case example of the emergent design evaluation approach, one theory created for use with developing interventions, but that has limited examples within published literature for practitioners to learn from. The emergent design evaluation theory was used to evaluate the design and implementation of a high school biology unit integrating…
The garden of evaluation approaches
This article presents an expanded Garden of Evaluation Approaches, a multidimensional framework that bridges theory and practice to strengthen evaluation in complex global contexts. The Garden now maps 13 approaches across intersecting dimensions and introduces two new elements: evaluand focus and lifecycle timing. Developed through systematic review and rubric-based analysis, it operationalises theoretical distinctions into visual profiles and e…
Psychology (8 obras) · Computer Science (7 obras) · Evaluation and Performance Assessment (7 obras) · Engineering (6 obras) · Medicine (5 obras) · Political science (5 obras) · Pedagogy (4 obras) · Educational Assessment and Improvement (3 obras) · Engineering ethics (3 obras) · Management science (3 obras)