Searching for the Unknowable: A Process of Detection — Abductive Research Generated by Projective Techniques

This article looks at the process of doing research ‘from scratch.’ The author began a project investigating children of Ethiopian origin living in Israel to see how ones who attended a kindergartern program years earlier differed from those who had not attended. However, the problem from the outset was that there may not be a difference to find. In this article, the author compares inductive, deductive, and abductive reasoning, and argues that abductive reasoning is the proper technique when nothing is known about the research at the outset

Using Abductive Research Logic to Construct a Rigorous Explanation of Amorphous Evaluation Findings

Background: Two kinds of research logic prevail in scientific research: deductive research logic and inductive research logic. However, both fail in the field of evaluation, especially evaluation conducted in unfamiliar environments. Purpose: In this article I wish to suggest the application of a research logic—abduction—the logic of discovery—which is powerful and very effective in constructing and validating explanations of new phenomena (evaluation findings, in particular). Setting: The primary focus of the article is theoretic with a case example illustrating the practice of using the logic of discovery. Intervention: Not applicable. Research Design: Not applicable. Data Collection and Analysis: Not applicable. Findings: Not applicable.  Keywords: program evaluation, globalization, multiculturalism, abduction, logic of discover

Using Abductive Research Logic to Construct a Rigorous Explanation of Amorphous Evaluation Findings

Background: Two kinds of research logic prevail in scientific research: deductive research logic and inductive research logic. However, both fail in the field of evaluation, especially evaluation conducted in unfamiliar environments. Purpose: In this article I wish to suggest the application of a research logic—abduction—the logic of discovery—which is powerful and very effective in constructing and validating explanations of new phenomena (evaluation findings, in particular). Setting: The primary focus of the article is theoretic with a case example illustrating the practice of using the logic of discovery. Intervention: Not applicable. Research Design: Not applicable. Data Collection and Analysis: Not applicable. Findings: Not applicable.  Keywords: program evaluation, globalization, multiculturalism, abduction, logic of discover

Cybernetics: A possible solution for the "knowledge gap" between "external" and "internal" in evaluation processes

This paper addresses the issue of the knowledge gap between evaluators and the entity being evaluated: the dilemma of the knowledge of professional evaluators vs. the in-depth knowledge of the evaluated subjects. In order to optimize evaluative outcomes, the author suggests an approach based on ideas borrowed from the science of cybernetics as a method of evaluation--one that enables in-depth perception of the evaluated field without jeopardizing a rigorous study or the evaluator's professionalism. The paper focuses on the main concepts that deal with this dilemma - showing how cybernetics combines the different bodies of knowledge of the different stakeholders, including the professional evaluator, resulting in a coherent body of knowledge created mainly by those internal to the process, owned by them, and relevant to all - those who are internal and those who are external and their different purposes.Cybernetics Internal evaluation External evaluation Knowledge gap Abduction

Approches et pratiques en évaluation de programmes

Tous les chapitres de cette nouvelle édition ont été écrits par des pédagogues, des enseignants universitaires et des formateurs rompus depuis de longues années à l'exercice du partage de connaissances en évaluation de programmes, tout en mettant l'accent sur la pratique plutôt que sur la théorie. Nous avons ajouté quatre nouveaux chapitres, car les connaissances en évaluation évoluent constamment, sur la stratégie de l'étude de cas, l'évaluation économique, les approches participatives ou encore l'approche dite réaliste. Il manquait dans la première édition des exemples relatifs à l'usage des méthodes mixtes, décrites dans la première partie. Deux nouveaux chapitres viennent donc combler cette lacune. Un défi essentiel auquel fait face tout enseignant en évaluation est lié à la maîtrise de la grande diversité des approches évaluatives et des types d'évaluation. La seconde partie de l'ouvrage présente quelques études de cas choisies pour montrer clairement comment les concepts exposés sont employés dans la pratique. Ces chapitres recouvrent plusieurs domaines disciplinaires et proposent divers exemples de pratiques évaluatives