Notes trends and implications arising from the discussions in the other chapters of this theme issue, with a focus on the need to recognize the complexity of evaluation efforts involving multiple sponsors and stakeholders. Also notes the significance of multifaceted and complex environments in the conduct of evaluations in state and local…

Summarizes and analyzes the four case studies of this theme issue. The analyses consider the three structural elements of evaluation capacity building (ECB): overall ECB process; actual ECB practices; and ECB occupational orientation and practitioner role. Provides a practical checklist for assessing ECB at an organization and a framework for…

Reviews a collection of 10 case descriptions of ethical problems in evaluation and 10 commentaries on them that appeared in the "American Journal of Evaluation" from 1998 to 2001. Explores the meaning of "ethical problems" and the relationship of ethics to best practices. (SLD)

Examined six published papers using a theory-based evaluation (TBE) approach. Found that authors of the papers did not always make explicit the relation of their data to the theory of the program. Identified some ways in which TBE contributed to the merit of the evaluation. Outlines lessons for the future of TBE. (SLD)

Discusses the evaluation by Margaret Mead of the first Salzburg Seminar, an educational initiative undertaken to increase global understanding by broadening the perspectives of future leaders. Also describes Mead's evaluation methods. (SLD)

Comments on the evaluation by Margaret Mead of the first Salzburg Seminar (1947). Notes the strength and clarity of Mead's evaluation report, which was written without the aid of the many tools on which today's evaluators draw. (SLD)

Comments on two articles related to ethical challenges in evaluation and a series of articles on the subject published in the "American Journal of Evaluation" between 1998 and 2001. Considers the problems of ethical challenges in the context of principles and standards for evaluation developed by professional associations. (SLD)

Summarizes the chapters of this theme issue on youth participatory evaluation. The overarching theme from this collection is the shift from a focus on youth as defective to a view of youth as assets in community development. (SLD)

This book is written for program administrators who want to become familiar with program evaluation methods. Outcome-based evaluation is defined as a form of program evaluation that uses objective person-referenced outcomes (measuring the functional level and social roles of program clients) to analyze effectiveness, impact, or costs and benefits.…

Suggests a strategy for dealing with the situation in which evaluators wish to ask teenage participants in a life skills program questions that might be seen as controversial. The strategy relies on an inclusive planning committee, a low-key poll to provide background information, and a foot in the door opening to start the process. (SLD)

Discusses Margaret Mead's evaluation of the first Salzburg Seminar (1947), a forum for international exchange of intellectual ideas and cultural customs. Concludes that Mead's evaluation was highly successful in that it created an evocative representation of the seminar that told readers what it was like for its participants. (SLD)

Comments on S. Pogrow's suggestion that educational programs should be judged by the degree to which schools using them achieve "surprising scores." Emphasizes the importance of the use of control groups in program evaluation. (SLD)

Introduces the 21 papers in this special issue on the future of evaluation. These articles suggest a field that is more eclectic in methods, approaches, and practitioners than was the field described in a similar issue in 1994. (SLD)

The viewpoints of contributors to the forum are reviewed. Many of the disagreements represent fundamental differences in what constitutes evaluation. All four authors agree that the formative/summative distinction is useful and will continue to be an important concept in program evaluation, although the distinction needs greater clarification.…

Identifies strengths and weaknesses of the study of the Comprehensive Child Development Program and draws evaluative conclusions based on the analysis. Cites lack of stakeholder involvement and pilot studies as a weaknesses of the evaluation but notes the general quality of the effort. (SLD)