Evaluation and education: the ideal learning community

In this article we develop philosophically Cronbach's (1982) suggestion that the evaluator is an educator. The motivation for this article arose from problems encountered by us on a major evaluation project and from dissatisfaction with the existent philosophical underpinnings of evaluation theory. We propose, and provide a justification for, a model of evaluation based upon the notion of the evaluator as educator, which is sufficiently broad philosophically not only to subsume scientistic and humanistic models, but also to transcend them. Within this broad philosophical model we develop a particular theory of evaluation, based essentially upon Wittgenstein, and in which the notion of a learning community is taken as central. Finally we consider some practical implications of this theory of evaluation.     

Cross-Border Criminal Investigation in the Meuse-Rhine Euroregion: International Policing and the Theory of (inter-) Organisational Conflict

This article presents findings of the research by Nelen, Peters and Vanderhallen (2013b) regarding cross-border police cooperation in the Meuse-Rhine Euroregion. These findings are scrutinised in light of the conceptual framework of inter-organisational conflict (Scott, Austral Social Work 58:132–141, 2005) to provide an enhanced and more in-depth analysis of the possibilities and difficulties in international police cooperation. Potential conflict between cooperating organisations is identified by five levels of analysis: (i) inter-organisational; (ii) intra-organisational; (iii) inter-professional; (iv) interpersonal and (v) intra-personal. Obstacles for international police cooperation are mainly found at the inter-organisational level and interpersonal level. Particularly, the Euroregional police organisations and their case management systems are ill attuned, creating conflict in cooperation. The article concludes with the potential benefits for further police cooperation in the Meuse-Rhine Euroregion which are identified through the analysis and provides feedback on the conceptual framework.     

Classifying Risk Development and Predicting Parolee Recidivism with Growth Mixture Models

Using two data sets, containing 582 total cases, this study investigates whether classifying offenders on trajectories of risk scores helps predict parolee recidivism. One data set has 4 years of risk scores and another has three. Both data sets contain control variables measuring released inmates’ characteristics. The dependent variable measures arrest or return to prison over a 2-year span. A growth mixture model, classifies offenders into three classes, a stable and high trajectory group, a group with a high but declining risk trajectory, and a small, low-risk group with little change. Trajectory class membership correlates with recidivism in both data sets. Supplementary analyses show that assigned classes are better predictors of recidivism than last risk scores or simple change scores. Discussion centers on the appeal and relevance of trajectories of risk, as opposed to static measures, for predicting offender misconduct and other outcomes.     

An experimental study of responses to armed police in Great Britain

Journal of Experimental Criminology - This study tested whether the presence of a firearm changed the way people reacted to police among a British sample. In an online study, participants were...     

Repeatability and reproducibility of comparison decisions by firearms examiners

In a comprehensive study to assess various aspects of the performance of qualified forensic firearms examiners, volunteer examiners compared both bullets and cartridge cases fired from three different types of firearms. They rendered opinions on each comparison according to the Association of Firearm & Tool Mark Examiners (AFTE) Range of Conclusions, as Identification, Inconclusive (A, B, or C), Elimination, or Unsuitable. In this part of the study, comparison sets used previously to characterize the overall accuracy of examiners were blindly resubmitted to examiners to assess the repeatability (105 examiners; 5700 comparisons of bullets and cartridge cases) and reproducibility (191 examiners of bullets, 193 of cartridge cases; 5790 comparisons) of firearms examinations. Data gathered using the prevailing AFTE Range were also recategorized into two hypothetical scoring systems. Consistently positive differences between observed agreement and expected agreement indicate that the repeatability and reproducibility of examiners exceed chance agreement. When averaged over bullets and cartridge cases, the repeatability of comparison decisions (involving all five levels of the AFTE Range) was 78.3% for known matches and 64.5% for known nonmatches. Similarly averaged reproducibility was 67.3%% for known matches and 36.5% for known nonmatches. For both repeatability and reproducibility, many of the observed disagreements were between a definitive and inconclusive category. Examiner decisions are reliable and trustworthy in the sense that identifications are unlikely when examiners are comparing non-matching items, and eliminations are unlikely when they are comparing matching items.