Evaluation in educational innovation serves multiple purposes, including measuring effectiveness, identifying areas for improvement, and providing feedback to stakeholders.

Experimental design is not typically used in educational innovation evaluation due to the difficulty of controlling for all variables.

Evaluating educational innovations is challenging due to the lack of standardized measures, the complexity of educational interventions, and the difficulty in isolating the effects of an innovation.

Qualitative data collection methods can be time-consuming and difficult to analyze and interpret.

Stakeholders play an important role in the evaluation of educational innovations by providing input on the evaluation design, collecting and analyzing data, and interpreting the findings.

Process evaluation is not a type of evaluation that is typically used in educational innovation.

Formative evaluation in educational innovation serves multiple purposes, including providing feedback to stakeholders, measuring the effectiveness of an innovation, and identifying areas for improvement.

Obtaining consent from participants is not typically a challenge in conducting summative evaluations of educational innovations.

Impact evaluation in educational innovation serves multiple purposes, including measuring the long-term effects of an innovation, identifying the factors that contribute to its success or failure, and providing evidence of its effectiveness to stakeholders.

Experimental design is not typically used in educational innovation evaluation due to the difficulty of controlling for all variables.

Using multiple methods of data collection in educational innovation evaluation allows for triangulation of findings, a more comprehensive picture of the innovation, and addresses the limitations of individual methods.

Interpreting the findings of educational innovation evaluations is typically not a challenge.

Stakeholders play an important role in the interpretation of findings from educational innovation evaluations by providing input on the interpretation of the findings, helping to identify the implications of the findings for practice, and developing recommendations for future action.

Social media is not typically used to disseminate the findings of educational innovation evaluations.

Disseminating the findings of educational innovation evaluations is important to inform stakeholders about the results of the evaluation, promote the use of effective innovations, and contribute to the body of knowledge on educational innovation.