Purpose

It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity.

Design/methodology/approach

A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions.

Findings

Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness.

Practical implications

This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted.

Originality/value

This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

中文翻译：

---

评估教育计划和工作相关学习的框架：范围审查

目的

将评估与在工作中进行的学习计划一起包括在内已成为公认的做法，作为判断其有效性的一种手段。有一种趋势是将此类评估集中在干预的相关性和个人所获得的学习量上。本次审查的目的是检查用于评估教育干预的现有评估框架，特别是评估这些框架的使用方式和此类活动的结果。

设计/方法/方法

使用 Arskey 和 O'Malley 的五阶段框架进行了范围界定审查，以检查声称评估教育干预措施的现有评估框架。

发现

四十五篇文章被纳入审查。大多数论文都集中在学习者满意度和/或学习成果上。很少提到结构化框架，或引用分析方法的细节。通常，评估缺乏基线数据、对照组、纵向观察和情境意识。

实际影响

该审查对参与设计和评估与工作相关的教育计划的人员具有影响，因为它确定了需要加强评估的领域，并建议如何结合现有框架以改进评估的进行方式。

原创性/价值

这种范围界定审查在评估和批评用于评估与工作相关的教育计划的评估框架方面是新颖的。