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Other approaches to impact evaluation such as contribution analysis, process tracing, qualitative comparative analysis, and theory-based evaluation designs (e.g., Stern, Stame, Mayne, Forss, & Befani, 2012) do not necessarily employ explicit counterfactual logic for causal inference and do not introduce observation-based definitions. There are areas of basic research where the impacts are so far removed from the research or are impractical to demonstrate; in these cases, it might be prudent to accept the limitations of impact assessment, and provide the potential for exclusion in appropriate circumstances. When considering the impact that is generated as a result of research, a number of authors and government recommendations have advised that a clear definition of impact is required (Duryea, Hochman, and Parfitt 2007; Grant et al. To achieve compatible systems, a shared language is required. Professor James Ladyman, at the University of Bristol, a vocal adversary of awarding funding based on the assessment of research impact, has been quoted as saying that inclusion of impact in the REF will create selection pressure, promoting academic research that has more direct economic impact or which is easier to explain to the public (Corbyn 2009). Even where we can evidence changes and benefits linked to our research, understanding the causal relationship may be difficult. There is a distinction between academic impact understood as the intellectual contribution to ones field of study within academia and external socio-economic impact beyond academia. The criteria for assessment were also supported by a model developed by Brunel for measurement of impact that used similar measures defined as depth and spread. This atmosphere of excitement, arising from imaginative consideration transforms knowledge.. While assessments are often equated with traditional testsespecially the standardized tests developed by testing companies and administered to large populations . 2010; Hanney and Gonzlez-Block 2011) and can be thought of in two parts: a model that allows the research and subsequent dissemination process to be broken into specific components within which the benefits of research can be studied, and second, a multi-dimensional classification scheme into which the various outputs, outcomes, and impacts can be placed (Hanney and Gonzalez Block 2011). Media coverage is a useful means of disseminating our research and ideas and may be considered alongside other evidence as contributing to or an indicator of impact. n.d.). In designing systems and tools for collating data related to impact, it is important to consider who will populate the database and ensure that the time and capability required for capture of information is considered. By evaluating the contribution that research makes to society and the economy, future funding can be allocated where it is perceived to bring about the desired impact. Here we outline a few of the most notable models that demonstrate the contrast in approaches available. The Payback Framework is possibly the most widely used and adapted model for impact assessment (Wooding et al. This framework is intended to be used as a learning tool to develop a better understanding of how research interactions lead to social impact rather than as an assessment tool for judging, showcasing, or even linking impact to a specific piece of research. Over the past year, there have been a number of new posts created within universities, such as writing impact case studies, and a number of companies are now offering this as a contract service. The process of evaluation is dynamic and ongoing. Figure 1, replicated from Hughes and Martin (2012), illustrates how the ease with which impact can be attributed decreases with time, whereas the impact, or effect of complementary assets, increases, highlighting the problem that it may take a considerable amount of time for the full impact of a piece of research to develop but because of this time and the increase in complexity of the networks involved in translating the research and interim impacts, it is more difficult to attribute and link back to a contributing piece of research. For example, the development of a spin out can take place in a very short period, whereas it took around 30 years from the discovery of DNA before technology was developed to enable DNA fingerprinting. The transition to routine capture of impact data not only requires the development of tools and systems to help with implementation but also a cultural change to develop practices, currently undertaken by a few to be incorporated as standard behaviour among researchers and universities. The Payback Framework enables health and medical research and impact to be linked and the process by which impact occurs to be traced. Evaluation is the systematic collection and inter- pretation of evidence leading as a part of process to a judgement of value with a view to action., Evaluation is the application of a standard and a decision-making system to assessment data to produce judgments about the amount and adequacy of the learning that has taken place., 1. To enable research organizations including HEIs to monitor and manage their performance and understand and disseminate the contribution that they are making to local, national, and international communities. Again the objective and perspective of the individuals and organizations assessing impact will be key to understanding how temporal and dissipated impact will be valued in comparison with longer-term impact. Oxford University Press is a department of the University of Oxford. To understand the method and routes by which research leads to impacts to maximize on the findings that come out of research and develop better ways of delivering impact. More details on SROI can be found in A guide to Social Return on Investment produced by The SROI Network (2012). To be considered for inclusion within the REF, impact must be underpinned by research that took place between 1 January 1993 and 31 December 2013, with impact occurring during an assessment window from 1 January 2008 to 31 July 2013. 2009), and differentiating between the various major and minor contributions that lead to impact is a significant challenge. SIAMPI has been used within the Netherlands Institute for health Services Research (SIAMPI n.d.). Metrics in themselves cannot convey the full impact; however, they are often viewed as powerful and unequivocal forms of evidence. A total of 10 Cone beam computed tomography (CBCT) were selected to perform semi-automatic segmentation of the condyles by using three free-source software (Invesalius, version 3.0.0, Centro de Tecnologia da . A collation of several indicators of impact may be enough to convince that an impact has taken place. This transdisciplinary way of thinking about evaluation provides a constant source of innovative ideas for improving how we evaluate. Every piece of research results in a unique tapestry of impact and despite the MICE taxonomy having more than 100 indicators, it was found that these did not suffice. A taxonomy of impact categories was then produced onto which impact could be mapped. While the case study is a useful way of showcasing impact, its limitations must be understood if we are to use this for evaluation purposes. CERIF (Common European Research Information Format) was developed for this purpose, first released in 1991; a number of projects and systems across Europe such as the ERC Research Information System (Mugabushaka and Papazoglou 2012) are being developed as CERIF-compatible. 2005; Wooding et al. 1. SROI aims to provide a valuation of the broader social, environmental, and economic impacts, providing a metric that can be used for demonstration of worth. 0000007307 00000 n In terms of research impact, organizations and stakeholders may be interested in specific aspects of impact, dependent on their focus. The aim of this study was to assess the accuracy of 3D rendering of the mandibular condylar region obtained from different semi-automatic segmentation methodology. The REF will therefore assess three aspects of research: Research impact is assessed in two formats, first, through an impact template that describes the approach to enabling impact within a unit of assessment, and second, using impact case studies that describe the impact taking place following excellent research within a unit of assessment (REF2014 2011a). Evaluative research is a type of research used to evaluate a product or concept, and collect data to help improve your solution. As such research outputs, for example, knowledge generated and publications, can be translated into outcomes, for example, new products and services, and impacts or added value (Duryea et al. only one author attempts to define evaluation. A Preferred Framework and Indicators to Measure Returns on Investment in Health Research, Measuring Impact Under CERIF at Goldsmiths, Anti-Impact Campaigns Poster Boy Sticks up for the Ivory Tower. Definition of evaluation. If impact is short-lived and has come and gone within an assessment period, how will it be viewed and considered? Recommendations from the REF pilot were that the panel should be able to extend the time frame where appropriate; this, however, poses difficult decisions when submitting a case study to the REF as to what the view of the panel will be and whether if deemed inappropriate this will render the case study unclassified. This involves gathering and interpreting information about student level of attainment of learning goals., 2. Evaluation of impact in terms of reach and significance allows all disciplines of research and types of impact to be assessed side-by-side (Scoble et al. Using the above definition of evaluation, program evaluation approaches were classified into four categories. different meanings for different people in many different contexts. The Payback Framework has been adopted internationally, largely within the health sector, by organizations such as the Canadian Institute of Health Research, the Dutch Public Health Authority, the Australian National Health and Medical Research Council, and the Welfare Bureau in Hong Kong (Bernstein et al. In putting together evidence for the REF, impact can be attributed to a specific piece of research if it made a distinctive contribution (REF2014 2011a). Assessment refers to a related series of measures used to determine a complex attribute of an individual or group of individuals. To allow comparisons between institutions, identifying a comprehensive taxonomy of impact, and the evidence for it, that can be used universally is seen to be very valuable. Evaluative research has many benefits, including identifying whether a product works as intended, and uncovering areas for improvement within your solution. Donovan (2011) asserts that there should be no disincentive for conducting basic research. The ability to write a persuasive well-evidenced case study may influence the assessment of impact. Findings from a Research Impact Pilot, Institutional Strategies for Capturing Socio-Economic Impact of Research, Journal of Higher Education Policy and Management, Introducing Productive Interactions in Social Impact Assessment, Measuring the Impact of Publicly Funded Research, Department of Education, Science and Training, Statement on the Research Excellence Framework Proposals, Handbook on the Theory and Practice of Program Evaluation, Policy and Practice Impacts of Research Funded by the Economic Social Research Council. Given that the type of impact we might expect varies according to research discipline, impact-specific challenges present us with the problem that an evaluation mechanism may not fairly compare impact between research disciplines. The Goldsmith report concluded that general categories of evidence would be more useful such that indicators could encompass dissemination and circulation, re-use and influence, collaboration and boundary work, and innovation and invention. The point at which assessment takes place will therefore influence the degree and significance of that impact. Reviews and guidance on developing and evidencing impact in particular disciplines include the London School of Economics (LSE) Public Policy Groups impact handbook (LSE n.d.), a review of the social and economic impacts arising from the arts produced by Reeve (Reeves 2002), and a review by Kuruvilla et al. However, it must be remembered that in the case of the UK REF, impact is only considered that is based on research that has taken place within the institution submitting the case study. Impact is assessed alongside research outputs and environment to provide an evaluation of research taking place within an institution. Evidence of academic impact may be derived through various bibliometric methods, one example of which is the H index, which has incorporated factors such as the number of publications and citations. A variety of types of indicators can be captured within systems; however, it is important that these are universally understood. These . n.d.). As Donovan (2011) comments, Impact is a strong weapon for making an evidence based case to governments for enhanced research support. One notable definition is provided by Scriven (1991) and later adopted by the American Evaluation Association (): "Evaluation is the systematic process to determine merit, worth, value, or . In the educational context, the . Teresa Penfield, Matthew J. Baker, Rosa Scoble, Michael C. Wykes, Assessment, evaluations, and definitions of research impact: A review, Research Evaluation, Volume 23, Issue 1, January 2014, Pages 2132, https://doi.org/10.1093/reseval/rvt021. Impact assessments raise concerns over the steer of research towards disciplines and topics in which impact is more easily evidenced and that provide economic impacts that could subsequently lead to a devaluation of blue skies research. Cb)5. (2007) adapted the terminology of the Payback Framework, developed for the health and biomedical sciences from benefit to impact when modifying the framework for the social sciences, arguing that the positive or negative nature of a change was subjective and can also change with time, as has commonly been highlighted with the drug thalidomide, which was introduced in the 1950s to help with, among other things, morning sickness but due to teratogenic effects, which resulted in birth defects, was withdrawn in the early 1960s. For example, some of the key learnings from the evaluation of products and personnel often apply to the evaluation of programs and policies and vice versa. Narratives can be used to describe impact; the use of narratives enables a story to be told and the impact to be placed in context and can make good use of qualitative information. 0000012122 00000 n From an international perspective, this represents a step change in the comprehensive nature to which impact will be assessed within universities and research institutes, incorporating impact from across all research disciplines. A key concern here is that we could find that universities which can afford to employ either consultants or impact administrators will generate the best case studies. Scriven (2007:2) synthesised the definition of evaluation which appears in most dictionaries and the professional literature, and defined evaluation as "the process of determining merit, worth, or significance; an evaluation is a product of that process." . Clearly the impact of thalidomide would have been viewed very differently in the 1950s compared with the 1960s or today. The term comes from the French word 'valuer', meaning "to find the value of". A very different approach known as Social Impact Assessment Methods for research and funding instruments through the study of Productive Interactions (SIAMPI) was developed from the Dutch project Evaluating Research in Context and has a central theme of capturing productive interactions between researchers and stakeholders by analysing the networks that evolve during research programmes (Spaapen and Drooge, 2011; Spaapen et al. There are a couple of types of authorship to be aware of. To demonstrate to government, stakeholders, and the wider public the value of research. Throughout history, the activities of a university have been to provide both education and research, but the fundamental purpose of a university was perhaps described in the writings of mathematician and philosopher Alfred North Whitehead (1929). RAND selected four frameworks to represent the international arena (Grant et al. Baselines and controls need to be captured alongside change to demonstrate the degree of impact. The process of evaluation involves figuring out how well the goals have been accomplished. For example, following the discovery of a new potential drug, preclinical work is required, followed by Phase 1, 2, and 3 trials, and then regulatory approval is granted before the drug is used to deliver potential health benefits. A comparative analysis of these definitions reveal that in defining performance appraisal they were saying the same thing, but in a slightly modified way. From 2014, research within UK universities and institutions will be assessed through the REF; this will replace the Research Assessment Exercise, which has been used to assess UK research since the 1980s. These sometimes dissim- ilar views are due to the varied training and background of the writers in terms of their profession, concerned with different aspects of the education process. We will focus attention towards generating results that enable boxes to be ticked rather than delivering real value for money and innovative research. The development of tools and systems for assisting with impact evaluation would be very valuable. 0000003495 00000 n This raises the questions of whether UK business and industry should not invest in the research that will deliver them impacts and who will fund basic research if not the government? 0000334705 00000 n The RQF was developed to demonstrate and justify public expenditure on research, and as part of this framework, a pilot assessment was undertaken by the Australian Technology Network. Assessment is the collection of relevant information that may be relied on for making decisions., 3. Collecting this type of evidence is time-consuming, and again, it can be difficult to gather the required evidence retrospectively when, for example, the appropriate user group might have dispersed. The case study approach, recommended by the RQF, was combined with significance and reach as criteria for assessment. 0000002109 00000 n Teacher Education: Pre-Service and In-Service, Introduction to Educational Research Methodology, Teacher Education: Pre-Service & In-Service, Difference and Relationship Between Measurement, Assessment and Evaluation in Education, Concept and Importance of Measurement Assessment and Evaluation in Education, Purpose, Aims and Objective of Assessment and Evaluation in Education, Main Types of Assessment in Education and their Purposes, Main Types of Evaluation in Education with Examples, Critical Review of Current Evaluation Practices B.Ed Notes, Compare and Contrast Formative and Summative Evaluation in Curriculum Development B.ED Notes, Difference Between Prognostic and Diagnostic Evaluation in Education with Examples, Similarities and Difference Between Norm-Referenced Test and Criterion-Referenced Test with Examples, Difference Between Quantitative and Qualitative Evaluation in Education, Difference between Blooms Taxonomy and Revised Blooms Taxonomy by Anderson 2001, Cognitive Affective and Psychomotor Domains of Learning Revised Blooms Taxonomy 2001, Revised Blooms Taxonomy of Educational Objectives, 7 Types and Forms of Questions with its Advantages, VSA, SA, ET, Objective Type and Situation Based Questions, Definition and Characteristics of Achievement Test B.Ed Notes, Steps, Procedure and Uses of Achievement Test B.Ed Notes, Meaning, Types and Characteristics of diagnostic test in Education B.ED Notes, Advantages and Disadvantages of Diagnostic Test in Education B.ED Notes, Types of Tasks: Projects, Assignments, Performances B.ED Notes, Need and Importance of CCE: Continuous and Comprehensive Evaluation B.Ed Notes, Characteristics & Problems Faced by Teachers in Continuous and Comprehensive Evaluation, Meaning and Construction of Process Oriented Tools B.ED Notes, Components, Advantages and Disadvantages of Observation Schedule, Observation Techniques of Checklist and Rating Scale, Advantages and Disadvantages of Checklist and Rating Scale, Anecdotal Records Advantages and Disadvantages B.ED Notes, Types and Importance of Group Processes and Group Dynamics, Types, Uses, Advantages & Disadvantages of Sociometric Techniques, Stages of Group Processes & Development: Forming, Storming, Norming, Performing, Adjourning, Assessment Criteria of Social Skills in Collaborative or Cooperative Learning Situations, Portfolio Assessment: Meaning, Scope and Uses for Students Performance, Different Methods and Steps Involved in Developing Assessment Portfolio, Characteristics & Development of Rubrics as Tools of Assessment, Types of Rubrics as an Assessment Tool B.ED Notes, Advantages and Disadvantages of Rubrics in Assessment, Types & Importance of Descriptive Statistics B.ED Notes, What is the Difference Between Descriptive and Inferential Statistics with Examples, Central Tendency and Variability Measures & Difference, What are the Different Types of Graphical Representation & its importance for Performance Assessment, Properties and Uses of Normal Probability Curve (NPC) in Interpretation of Test Scores, Meaning & Types of Grading System in Education, Grading System in Education Advantages and Disadvantages B.ED Notes, 7 Types of Feedback in Education & Advantages and Disadvantages, Role of Feedback in Teaching Learning Process, How to Identify Learners Strengths and Weaknesses, Difference between Assessment of Learning and Assessment for Learning in Tabular Form, Critical Review of Current Evaluation Practices and their Assumptions about Learning and Development, The Concept of Test, Measurement, Assessment and Evaluation in Education.