Contact Partner
Dr. Matthias Bergmann, bergmann@isoe.de
References
Bergmann, Matthias/Engelbert Schramm (Hg.) (2008): Transdisziplinäre Forschung. Integrative Forschungsprozesse verstehen und bewerten. Frankfurt/New York: Campus
Bergmann, Matthias/Thomas Jahn (2008): Intendierte Lerneffekte: Formative Evaluation inter- und transdisziplinärer Forschung. In: Matthies, H./D. Simon (Hg.): Wissenschaft unter Beobachtung – Effekte und Defekte von Evaluationen. Leviathan, Sonderheft 24/2007. Wiesbaden: VS Verlag für Sozialwissenschaften
Bergmann, Matthias/Engelbert Schramm (2008): Grenzüberschreitung und Integration: Die formative Evaluation transdisziplinärer Forschung und ihre Kriterien. In: Bergmann, Matthias/Engelbert Schramm (Hg.) (2008): Transdisziplinäre Forschung. Integrative Forschungsprozesse verstehen und bewerten. Frankfurt/New York: Campus
Bergmann, Matthias (2006): Transdisziplinäre Forschung erfolgreich fördern. Eine Handreichung für die Konzeption, Begutachtung und Begleitung neuer Initiativen zur Förderung transdisziplinärer Forschung. Im Auftrag des BMBF. Frankfurt a. M.: ISOE
Bergmann,
Matthias et al., 2005: Quality Criteria of Transdisciplinary Research.
A Guide for the Formative Evaluation of
Research Projects. ISOE-Studientexte, No 13
Formative Evaluation of Transdisciplinary Research
Evaluation is often reduced to the measurement of performance or the assessment of projects, institutions or funding programs. The result is that the potential gain in knowledge for the reviewers as well as the those reviewed is overlooked. Formative evaluation procedures, in contrast, encourage systematic learning during evaluation processes.
During formative evaluations it is possible to discuss conflicting views concerning the appraisal of measures or projects and criteria of appraisal as well. The procedures that we have developed, tested and practiced enable reviewers to better understand the structure of a research design or the boundary conditions of a research project. Just how transdisciplinary research teams deal with – or fail to deal with ‑ the tasks involved in working across disciplines and how they go on to integrate the practical knowledge gained along the way – or fail to do so ‑ can only be understood in the course of a mutual exchange of ideas. The direct exchange between reviewers and those reviewed also ensures that future applications for funding, research product offers, project implementation, and the results of development or research projects can all be improved. Formative evaluations not only improve the quality of an evaluation but also potential of those reviewed for innovation and their future performance.
ISOE has since 2002 accumulated positive experience using formative evaluation for research projects and expert review-based funding programs. The first step here is the selection of appropriate expert groups. The experts should be able to appraise the technical aspects of the project as far as possible and also be in a position to judge the extent to which the research team has been able to work in a transdisciplinary, integrative manner with respect to the scientific, organizational and social aspects of the work. In this way, ISOE has regularly been able to inspire a discussion among reviewers and those reviewed that has enabled a common, fruitful review of a project or program.
Contact Person: Dr. Matthias Bergmann, bergmann@isoe.de