摘要: This article presents a model for the evaluation of educational innovation in context transformation. The incorporates formative, summative and illuminative goals emphasizes need to locate which is being evaluated within policy framework its operation. provided by takes into account full range variables impacting on innovative practice subjects innovation, along with transforming context, scrutiny evaluation. thus 10-stage generalized can be used as any type innovation. Each stage this process expanded on, discussed detail illustrated examples from an intervention at tertiary institution South Africa.
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