National recommendation for the responsible evaluation of a researcher

Good practice in researcher evaluation is a national recommendation published in 2020 that provides guidance for the responsible assessment of researchers in Finland. It defines the common principles and good practices of assessment that can be applied in different contexts of researcher assessment.

National recommendation guides assessment practices

The Finnish research community is committed to developing more responsible researcher assessment. The Good practice in researcher evaluation is a recommendation drawn up by a working group appointed by the Federation of Finnish Learned Societies (TSV) in cooperation with researchers, research organisations, research funders and other actors in the research community. The recommendation supports research organisations, research funders and other actors conducting assessments in designing responsible assessment processes and developing assessment practices.

The recommendation is also linked to international efforts to reform research assessment. For example, it supports the objectives of the DORA (San Francisco Declaration on Research Evaluation) and CoARA (Coalition for Advancing Research Assessment), the aim of which is to promote more responsible, transparent and diverse approaches to researcher assessment.

Five principles of researcher assessment

Researchers are assessed in a variety of situations, and the practices vary by discipline. The national recommendation defines the common principles of researcher assessment that can be applied in different assessment situations.

The recommendation Good practice in researcher evaluation is based on five principles that guide the planning and implementation of assessment. The goal of these principles is to ensure that assessment is fair, transparent and appropriate.

Transparency – the objectives and criteria of assessment are open and transparent.
Integrity – assessment is based on good practices recognised by the research community.
Fairness – all those subject to assessment are treated equally.
Competence – the assessors have the competence required for their task.
Diversity – assessment takes into account the diversity of researcher's work.

Good practices in researcher evaluation

The recommendation contains the 13 good practices listed below. They are related to building the assessment process, assessing research, taking the diversity of a researcher’s activities into account, and the researcher’s role in the assessment process. The principles of researcher assessment are applied to each good practice.

Building the evaluation process

The objectives and criteria of assessment are relevant and openly available to all parties. The stages and conclusions of assessment are documented.
Any evidence used in assessment is as comprehensive as possible and allows fair comparisons. The limitations of any evidence and methods used are taken into consideration.
When selecting assessors, possible conflicts of interest between the assessor and the researcher must be considered, and the assessment team must be sufficiently diverse. Assessment guidelines are given to the assessors before the assessment begins.
When selecting criteria, methods, assessment evidence and experts, it must be ensured that the selection is not discriminatory in terms of gender equality or impartiality.

Evaluation of research

Scientific quality is primarily assessed by examining the scientific output. Research metrics may be used to support the overall assessment when this is relevant to the researcher's field of study.
The researcher's activities aiming to promote open access to research outputs is considered as part of the assessment.
The assessment takes into account compliance with the ethical principles of research at all stages of research.

Diversity of activities

Teaching and supervisory activities, as well as the skills and merits accumulated in them, are seen as an integral part of a researcher’s work.
When assessing societal interaction and impact, their meaning must be defined, and the evidence used to examine them and their relative significance must be determined.
The researcher’s activities in research and other communities are considered in the assessment.
The researcher is assessed in the context of their research field in relation to the goals of the assessment.

Researcher's role in the evaluation process

The researcher is given an opportunity to express their personal understanding of the objectives, significance and impact of their work.
The assessment is designed to also benefit the researcher. The work they have carried out for the purposes of the assessment and the feedback they receive should enable them to improve their work.

In addition, the assessor must take into account the requirements of collective agreements and legislation in the assessment process.