Assessment in educational innovation is primarily conducted to gather information about the effectiveness of the innovation, identify areas for improvement, and provide feedback to stakeholders. Promoting innovation is not a direct purpose of assessment.

Formative assessment in educational innovation focuses on gathering information about student learning during the learning process. This information is used to provide feedback to students, make decisions about curriculum and instruction, and identify areas for improvement.

Standardized tests are typically not used in educational innovation because they are designed to measure student learning outcomes in traditional educational settings. Educational innovation often involves new and untested approaches, making standardized tests less suitable for assessing their effectiveness.

Summative assessment in educational innovation is conducted at the end of an innovation cycle to measure student learning outcomes and determine the effectiveness of the innovation. It is used to make decisions about funding, identify areas for improvement, and provide feedback to stakeholders.

Ethical considerations are not typically associated with assessing educational innovation. The other options, such as lack of standardized assessment tools, difficulty in isolating the effects of the innovation, and resistance from stakeholders, are common challenges encountered in this area.

Stakeholders play an important role in the evaluation of educational innovation. They can provide feedback on the innovation, participate in the evaluation process, and make decisions about the implementation of the innovation.

Using mixed methods in the evaluation of educational innovation typically increases the cost of the evaluation, as it involves collecting and analyzing data from multiple sources. The other options, such as providing a more comprehensive understanding of the innovation, allowing for triangulation of data, and increasing the reliability of the evaluation, are benefits of using mixed methods.

Using a comparison group in the evaluation of educational innovation serves multiple purposes. It helps control for external factors that may influence the results, measure the effectiveness of the innovation by comparing it to a control group, and provide a baseline for comparison.

Mixed data is not a type of data commonly collected in the evaluation of educational innovation. The other options, such as quantitative data, qualitative data, and secondary data, are commonly used in this context.

Theory plays a crucial role in the evaluation of educational innovation. It provides a framework for the evaluation, guides the selection of evaluation methods, and helps interpret the evaluation findings.

Mixed design is not a type of evaluation design commonly used in the evaluation of educational innovation. The other options, such as experimental design, quasi-experimental design, and non-experimental design, are commonly used in this context.

Using a logic model in the evaluation of educational innovation serves multiple purposes. It helps identify the key components of the innovation, specify the expected outcomes of the innovation, and develop a plan for implementing the innovation.

Parents are not typically considered a primary stakeholder group in the evaluation of educational innovation. The other options, such as students, teachers, and administrators, are commonly involved in this process.

Ethics plays a crucial role in the evaluation of educational innovation. It ensures that the evaluation is conducted in a fair and unbiased manner, protects the rights of participants in the evaluation, and ensures that the evaluation findings are used responsibly.

Technical reports are not typically produced in the evaluation of educational innovation. The other options, such as interim report, final report, and executive summary, are commonly produced in this context.