Evaluation Roots: An International Perspective

Background: The second edition of Evaluation Roots has expanded to more global coverage, but no chapter emerged on development theory in low and middle income countries (LMICs).   Purpose: The purpose of this article is initiate a conversation on filling this gap.   Setting: Not applicable.   Intervention: Not applicable.   Research Design: Not applicable.   Data Collection and Analysis: Desk review.   Findings: Two important distinctions emerged in evaluation roots in LMICs. The first is that much evaluation fits effectively on the Theory Tree as it is presented, with perhaps some nuance, but we see a collective rather than individual origin of the evaluation theory writings we have uncovered. The second is the nature of the formal evaluation work in LMICs; its practical origins are not yet formalized into full prescriptive theory.  The paper notes the prominence of external actors (such as the donor community) in formalizing evaluation practice, while at the same time observes important threads are developing in different regions of the world.  This paper proposes a way to thinking about evaluation in LMICs that is based on practice. The paper suggests a need for evaluation analysts, especially those in LMICs, to build a more comprehensive knowledge and documentation on development evaluation and, more broadly on building the field of evaluation in LMICs.    Keywords: development evaluation; Evaluation Roots; Evaluation Theory Tree; evaluation field buildin

The Birth and Adaptation of Evaluation Theories

Background: Evaluation theories as we know them are prescriptions by prominent evaluators about what they believe to be an appropriate way to conduct  evaluations. How do these prescriptions come about? In this paper we examine the various influences on the creation and subsequent modification of these prescribed evaluation theories. Inquiry into evaluation theories has a long history. What is new is inquiry into the evolution of theories.This makes theory formulation dynamic rather than static. Influences identified by Alkin in a National Society for the Study of Education yearbook (1989) serve as an initial guide to this inquiry. An examination of Michael Q. Patton's writings and shaping experiences provides further case study insights about the evolution of his utilization-focused evaluation theory and its offshoots. Purpose: The purpose of this paper is to gain further understanding about the way in which evaluation theories are developed, evolve, and take new directions, and the influences that shape the theorists' understandings and prescriptions. Setting: Interview discussion with Michael Q. Patton and synthesis of interview data. Intervention: Not applicable. Research design: Not applicable. Data collection & analysis: Not applicable. Findings: Factors that have influenced Michael Q. Patton’s initial  theory development as well as subsequent modifications, adaptations, and offshoots offer insights into the connection between personal history and professional perspective. Specifically, these factors were: early personal experiences, professional training, interaction with professional colleagues, field evaluation experiences, interaction with non-evaluation academic colleagues and research conducted by Patton. Keywords: evaluation theory; theory; utilization-focused evaluation; developmental evaluation; principles-focused evaluation

Choosing an Evaluation Theory: A Supplement to Evaluation Roots (3rd Edition)

Background: Unlike scientific theories, evaluation theories are prescriptive: a set of actions and approaches that should be followed when conducting an evaluation. While evaluation theorists have offered a variety of writings describing their theories and approaches, few have offered a specific outline of what the theory looks like in practice. Thus, Alkin and Christie formulated a book to aid evaluators in how to apply theories in evaluations (Alkin & Christie, forthcoming). This book culminates in a series of prototypes that outline each theory’s goals, appropriate contexts, prescriptions, and observable actions in application. Purpose: In order to aid evaluators in applying theories, this article seeks to provide a basis for comparison that can be used to help evaluators select which theory would be most appropriate in their practice. Setting: This comparison can be applied in any setting where evaluations fit the context prescribed by each of the theories. Intervention: Not applicable. Research Design: Not applicablre. Data Collection and Analysis: Not applicable. Findings: In order for theories to influence practice effectively, theories must be displayed in a way that allows for easy comparison. This comparison of three theory prototypes demonstrates that prototypes can be an effective way for selecting a prescriptive theory when conducting an evaluation. Keywords: prescriptive theories; practice; empowerment evaluation; learning centered model; developmental evaluatio

Evaluation Roots: An International Perspective

Background: The second edition of Evaluation Roots has expanded to more global coverage, but no chapter emerged on development theory in low and middle income countries (LMICs).   Purpose: The purpose of this article is initiate a conversation on filling this gap.   Setting: Not applicable.   Intervention: Not applicable.   Research Design: Not applicable.   Data Collection and Analysis: Desk review.   Findings: Two important distinctions emerged in evaluation roots in LMICs. The first is that much evaluation fits effectively on the Theory Tree as it is presented, with perhaps some nuance, but we see a collective rather than individual origin of the evaluation theory writings we have uncovered. The second is the nature of the formal evaluation work in LMICs; its practical origins are not yet formalized into full prescriptive theory.  The paper notes the prominence of external actors (such as the donor community) in formalizing evaluation practice, while at the same time observes important threads are developing in different regions of the world.  This paper proposes a way to thinking about evaluation in LMICs that is based on practice. The paper suggests a need for evaluation analysts, especially those in LMICs, to build a more comprehensive knowledge and documentation on development evaluation and, more broadly on building the field of evaluation in LMICs.    Keywords: development evaluation; Evaluation Roots; Evaluation Theory Tree; evaluation field buildin

Encyclopedia of educational research

Vol. 1xxiii, 518 p.; 28 cm

Alkin, Marvin C. Theoretical Framework for the Analysis of Curriculum and Instructional Reform. International Review of Education, 19(June 1973), 195-206.

Posits a model of elements for curriculum and instruction reform

Encyclopedia of Educational Research : V.1

New Yorkxxxiv, 350 p; 28 c