This chapter features a recent conversation with Dr. Arnold J. Love, a long-time proponent of internal evaluation and one of the most cited internal evaluation authors. In 1983, Love edited the first issue of "New Directions for Program Evaluation" on the topic of internal evaluation. He is the author of the book "Internal…

Reviews critical dimensions in evaluation that emerge from efforts to promote use within a context of stakeholder participation. Case examples illustrate two potentially problematic domains: stakeholder selection and depth of stakeholder involvement. (Author/SLD)

Discusses the ethical dilemmas related to computer-mediated evaluation. These include issues of anonymity, privacy, confidentiality, informed consent, the disposition of data, and "distance" evaluation. Among the challenges is the development of new notions of professional identity and responsibility. (SLD)

Highlights differences related to the ethics of the evaluation situation for internal and external evaluators and differences related to the attention evaluators pay to the ethics of the evaluand. Internal and external evaluations occupy different "communities," and it is the nature of those communities that is critical for the…

Thomas Jefferson recognized the value of reason and scientific experimentation in the eighteenth century. This chapter extends the idea in contemporary ways to standards that may be used to judge the ethical propriety of randomized trials and the dependability of evidence on effects of social interventions.

Examines arguments for and against evaluation advocacy in terms of the American Evaluation Association's "Guiding Principles for Evaluators" and other statements on advocacy and neutrality. Suggests revision of the "Guiding Principles." (Author/SLD)

This final chapter summarizes the areas of consensus in the debate on method choice, including considering the nature of the primary evaluation questions, the nature of the phenomenon being evaluated, the constraints on the evaluation, and ethical issues. Pragmatic suggestions based on these areas as well as areas still in contention are offered.…

Findings from empirical research on evaluation ethics indicate an apparent lack of consensus within the field concerning what constitutes an ethical issue, the frequent occurrence of problems in the later stages of evaluation projects, and the perceived ethical significance of the tendency of evaluators to be more responsive to some stakeholders…

Senior staff members at a family foundation share their perspectives, as managers and practitioners, on the ethical challenges and opportunities facing professionals engaged in the evaluation of comprehensive, community-based initiatives and other nontraditional program strategies. (Author/SLD)

Addresses issues pertaining to the transmittal of common ethical values related to the practice of evaluation. The issues include the need for development and adoption of a common core of knowledge of ethics in evaluation, the need to provide this knowledge to all evaluation participants, and the need for multiple methods of instruction and…

Reviews some of the ethical issues identified in evaluations in the United States and considers the similarities and differences in application of these issues in developing countries. Identifies a number of ethical issues in international evaluations that are less common in the United States. (SLD)

Examines ethical codes within evaluation and related disciplines and processions and discusses implications for content, dissemination, and compliance. An immediate issue is expanding the dialog that the American Evaluation Association document "Guiding Principles for Evaluators" was intended to create. (Author/SLD)

Focuses on ethical issues that can arise in the collection and analysis of data in evaluations. Addresses four issues: (1) the application of cost-benefit thinking to judgments about research ethics, (2) the quality of research design, (3) the need to explore the data, and (4) the censoring of data. (Author/SLD)

Examining moral values and normative criteria in education, it is argued that evaluators are not just social scientists with expertise about scientific methods but also make value judgments about programs, policies, and interventions. Evaluators must consider the ethical assumptions from which they operate in conducting evaluations. (SLD)

The purpose of this concluding chapter has been to stimulate creative thinking about how to use cases for evaluation teaching and training. The preparation of professional evaluators presents special challenges. Imaginative new teaching and training resources are appearing, as evidenced by the special sections on evaluation teaching that now…