Pushing sand uphill with a pointy stick? ‘No value-free’ in higher ed evaluation

There’s a unique and extremely challenging barrier to singing the ‘no value-free’ parts of the genuine evaluation song in a higher education (a.k.a. tertiary education) setting.

And that’s what Michael Scriven calls the value-free doctrine.

Last week I delivered the opening keynote at the Self Assessment for Quality conference for tertiary (=higher) education organizations working

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The real values behind ‘value-undiscussable’ evaluation

I posted yesterday about the importance of visible values in evaluation. This means being clear and transparent about the definitions of quality and value used when identifying criteria, evaluating performance against them based on evidence, and weighing up the pros and cons.

The perfect mode of transport for the 'visible values' evaluator

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“No value-free”: The importance of visible values

The “no value-free” line of the Genuine Evaluation song (composed by the incomparable Kataraina Pipi, evaluator and composer/musician, with input from several other genuine evaluators!) was inspired by an earlier post where we defined genuine evaluation and drew some lines in the sand about what was in and what was out.

One of the things

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How good is a “good” outcome?

Earlier in the week, I passed on a quote from a review of Ziliak and McCloskey’s (2008) book The Cult of Statistical Significance: How the Standard Error Costs Us Jobs, Justice, and Lives asserting that:

… many researchers are so obsessed with statistical significance that they neglect to ask themselves whether the detected discrepancies are

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Sizeless Science?

With apologies to all for our little bit of downtime over the weekend while we changed servers …

Here’s an interesting snippet that came through on a listserv recently from industrial/organizational psychologist Paul Barrett, who spotted a recent review from Olle Häggström of Ziliak and McCloskey’s (2008) book The Cult of Statistical Significance: How the

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