The Limits of Collaborative Evaluation

In recent years, the literature on educational evaluation has promoted the virtues of collaborative approaches to evaluation, in which those being evaluated are seen as participants in a process rather than as subjects to be manipulated and assessed. This article describes the development of a collaborative evaluation model and its application to a curricular innovation project within the secondary school system in Hong Kong. The focus of the article is on the limits of collaboration in long‐term evaluation projects with multiple stakeholders.