Innovation and evaluation in the context of a changing paradigm in education

Abstract

Evaluation involves a specific form of educational research and aims primarily at developing and improving the reality in which it operates. It is a transforming practice that, in order to have a deep impact, requires the activation of the most relevant, cultural, social and political wherewithal of the context in which it works. From the methodological point of view, modern evaluation incorporates new logics that enable its adaptation to changing needs and addresses emerging spaces such as educational innovation. Thus, evaluative thinking contributes to new learning by providing evidence to map and monitor the progress, successes, failures and roadblocks in innovation as it unfolds. It involves thinking about what evidence will be useful during the course of innovation activities, establishing the range of objectives and targets that allow its progress to be determined. It is also considered one of the best strategies to develop a new form of teacher training and professional development. Here we provide a description of and a reflection on the different stages of the evaluative cycle of educational innovation from a dynamic point of view.

Keywords: Educational innovation, evaluation, research, transformative practice, training, professional development.