Rocket science: an exploration of what information is of meaning to educational psychologists when evaluating their work

Abstract

Evaluation is a central feature of educational psychologists’ (EPs) work. Different evaluation tools have been used in the published literature but a consistent approach is yet to emerge. Informed by Interpretative Phenomenological Analysis, this research asks what information EPs find meaningful when they evaluate their work. Six EPs working in a local authority educational psychology service were interviewed about their experiences of their work and how they knew they had made an impact. A diverse range of information drawn upon as evidence that there had been change was described. It is thus proposed that a tool which enables EPs to collate different types of information from a number of sources may be useful when evaluating their practice.

Keywords:

• evaluation
• evidence-based practice
• Interpretative Phenomenological Analysis
• impact
• outcomes

Notes

1. Note that ellipses indicate pauses in the narrative. Ellipses in square brackets indicate words omitted in the interest of brevity and relevance. Words in square brackets either explain omitted words or are more generic terms used to protect anonymity.