Suchergebnisse

To judge from the handbooks currently available, many are convinced of the value of training practitioners in various fields to use evaluation in their work. However, it takes time to learn to carry out evaluation, and the handbooks do not make clear what the process of learning to carry out evaluation will be like. Three cases of training teachers to carry out evaluation are examined for what they reveal on this topic, and are judged against criteria for usefulness to the practitioners, for the use made of the evaluations, and for the continued use of evaluation by the practitioners. Implications for policy on and practice in training are discussed.

AbstractHalf‐hour returns predict same‐half‐hour returns on subsequent days. We hypothesize that this is due to institutional traders who execute their parent orders over multiple days ("repetitive institutional traders"). Using a unique data set that provides masked trader identification and trader type, we find that the half‐hour net order submission activity of repetitive institutional traders is predictive of same‐half‐hour returns on subsequent days, and that this relation subsumes the return predictability at shorter intervals. Repetitive institutional traders incur lower transaction costs than their nonrepetitive counterparts, suggesting that other traders compete to provide liquidity to the anticipated order flow originating from the repetitive traders.

Este artículo presenta diversos argumentos a favor de una cultura de la evaluación participativa y efectiva, especialmente en instituciones educativas. Plantea la importancia de que los miembros de la organización utilicen la evaluación y sean capaces de discutir sus hallazgos y participar en la toma de decisiones y en la implementación de los cambios a introducirse, de manera que la evaluación contribuya al desarrollo y al aprendizaje. Se mencionan, además, los beneficios personales, profesionales e institucionales que trae este tipo de evaluación y se esbozan unos lineamientos estratégicos para el desarrollo de una cultura de la evaluación participativa y efectiva. Recibido: 27-06-02 / Aceptado: 29-08-02 Cómo referenciar este artículo Murphy, D. (2002). El desarrollo de una cultura de la evaluación. Íkala. 7(1), pp. 75 – 85 ; Dans cet article, l´auteur présente les raisons pour lesquelles une politique de l´évaluation efficace est aujourd´hui utile et nécessaire pour la gestion de tout type d´organisation. Selon les finalités et le contexte, différentes techniques peuvent être appliquées. Dans la cas d´une organisation éducative, l´ évaluation efficace est une activité démocratique qui débouche sur des prises de décisions et d´actions pour en améliorer le développement. Elle permet ainsi, pour tous ses membres, des apprentissages et des changements constants. Reçu: 27-06-02 / Accepté: 29-08-02 Comment citer cet article: Murphy, D. (2002). El desarrollo de una cultura de la evaluación. Íkala. 7(1), pp. 75 – 85 ; This article presents a variety of arguments in favor of a culture of participatory and effective evaluation, especially in educational institutions. It states how important it is for all members of the organization to use evaluation, to be able to discuss its findings, and to participate in decision making and in the implementation of the changes planned, so that the evaluation can support change and development. Personal, professional and institutional benefits and some strategic guidelines for the development of a culture of participatory and effective evaluation are also mentioned. Received: 27-06-02 / Accepted: 29-08-02 How to reference this article: Murphy, D. (2002). El desarrollo de una cultura de la evaluación. Íkala. 7(1), pp. 75 – 85