"[...] Amongst those agencies the following OECD DAC definition of evaluability is widely accepted and has been applied within this report: “The extent to which an activity or project can be evaluated in a reliable and credible fashion”.
Eighteen recommendations about the use of Evaluability Ass
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essments are presented here, based on the synthesis of the literature in the main body of the report. The report is supported by annexes, which include an outline structure for Terms of Reference for an Evaluability Assessment.
An Evaluability Assessment should examine evaluability: (a) in principle, given the nature of the project design, and (b) in practice, given data availability to carry out an evaluation and the systems able to provide it. In addition it should examine the likely usefulness of an evaluation. Results of an Evaluability Assessment should have consequences: for the design of an evaluation, the design of an M&E Framework, or the design of the project itself. An Evaluability Assessment should not be confused with an evaluation (which should deliver the evaluative judgements about project achievements).
Many problems of evaluability have their origins in weak project design. Some of these can be addressed by engagement of evaluators at the design stage, through evaluability checks or otherwise. However project design problems are also likely to emerge during implementation, for multiple reasons. An Evaluability Assessment during implementation should include attention to project design and it should be recognised that this may lead to a necessary re-working of the intervention logic." (Executive summary, page 1)
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"How do students' online literacy practices intersect with online popular culture? In this book scholars from a range of countries including Australia, Lebanon, Nepal, Qatar, South Africa, Turkey, and the United States illustrate and analyze how literacy practices that are mediated through and influ
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enced by popular culture create both opportunities and tensions for secondary and university students. The authors examine issues of theory, identity, and pedagogy as they address participatory popular culture sites such as fan forums, video, blogs, social networking sites, anime, memes, and comics and graphic novels." (Back cover)
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