Researchers have conducted numerous empirical studies on evaluation capacity (EC) and evaluation capacity building (ECB) in Western cultural settings. However, little is known about these practices in non-Western contexts. To that end, this study identified the major dimensions of EC and feasible ECB approaches in Taiwanese elementary and junior high schools. Using a Delphi technique with 23 experts, the research sought consensus on the components of EC organized in three categories (evaluation culture, evaluation infrastructure, and human resources) and on approaches to building it in Taiwanese schools. The study also identified school-driven and government-driven approaches to ECB in this context. Although the findings support the major dimensions and approaches identified in the Western literature, unique differences emerged in the Taiwanese context. The article concludes with implications for theory and practice.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported under a Ministry of Science and Technology Grant in Taiwan (NSC 100-2410-H-003-115).
- PreK–12 education
- evaluation capacity
- evaluation capacity building