Abstract
Abstract: In a time of increasing demands for accountability, school systems are considering how program evaluation can meet their accountability needs. This article examines how some urban and rural Saskatchewan school systems are defining the role of program evaluation. It interprets those views in terms of extrinsically, intrinsically, and ambivalently motivated accountability and discusses the findings within the context of the recently released report of the Minister's Advisory Committee on Evaluation and Monitoring.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
