Evaluation can be characterised as the process by which people make judgements about value and worth; however, in the context of learning technology, this judgement process is complex and often controversial. This article provides a context for analysing these complexities by summarising important debates from the wider evaluation community. These are then related to the context of learning technology, resulting in the identification of a range of specific issues. These include the paradigm debate, the move from expert-based to practitioner -based evaluation, attempts to provide tools to support practitioner-led evaluation, authenticity, the problem of defining and measuring costs, the role of checklists, the influence of the quality agenda on evaluation and the way in which the process of evaluation is itself affected by the use of learning technology. Finally, these issues are drawn together in order to produce an agenda for further research in this area.
['Martin Oliver']
An introduction to the Evaluation of Learning Technology