A pragmatic framework for making decisions about mixed-method designs is proposed and then applied to illustrative evaluation case studies to help identify the strengths and limitations of making practical, contextual, and consequential considerations a primary basis for evaluation design decisions. (Author)

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)

Triangulates Christie's findings with other research on the evaluation practice-theory relationship and offers additional methods and directions for future research on evaluation practice. (SLD)

Makes the case that responsiveness is a virtue, in evaluation as in everyday life, rather than merely a methodological tool for use in evaluation. Extends this concept using ideas from the Aristotelian tradition of practical philosophy as elaborated in recent works on hermeneutic philosophy. (SLD)

Describes how the first evaluation practitioner for the American Cancer Society (ACS) came to do evaluation capacity building (ECB) because of the need for evaluation following changes in the organizational structure. Provides a brief history of these changes as a background for understanding the seven principles of ECB at the ACS. (Author/SLD)

Examined the current status of state legislative program evaluation using data from a variety of sources, including interviews with eight evaluation directors and seven senior staff. State offices have used now methods and information formats, integrated changing staff roles and functions, and become more proactive in meeting legislative policy…

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)

Uses the results of an instrumental case study to identify issues connected to evaluation participation and its representation and the role of the internal evaluator in democratic, deliberative evaluation. Identified direct participation and participation by representation, sanctioned or unsanctioned representation, and extrinsic and intrinsic…

Uses a case study of an evaluation conducted in a psychiatric institution to illustrate the issues that arise when techniques of deliberative democratic evaluation are applied in an antidemocratic climate. Illuminates strategies for stakeholder inclusion from a deliberative, democratic point of view. (SLD)

Deliberative democratic evaluation and other evaluation approaches that require the linkage of evaluation to social and institutional structures require the application of democratic principles in evaluation and policy decisions that reflect these ideas. Outlines challenges in ensuring that members of diverse groups are represented in evaluations.…

Program-theory approaches to evaluation have gained acceptability over the past 25 years as a means for examining conditions for implementation that are associated with better outcomes and developing detailed program theory. They have also gained confusion, as witnessed in the review of recent studies in this article. (Author/SLD)

Examined the stages of evaluation practice and use at a national multisite community service program with an internal evaluation department. Reviews challenges to evaluation use and organizational supports for it and discusses the integrated theory of use of K. Kirkhart (2000) at both site and national levels. Summarizes lessons learned in this…

Discusses the role that causal models play in program theory evaluation. Considers several types of causal relationships and discusses three causal models derived from systems theory, the theories of virtuous or vicious cycles, symptomatic solutions, and feedback delays. (SLD)

Explores how theory-based evaluation can be used to help conduct formative, reflective evaluation in educational settings. Program theory evaluation identifies links between planned activities and anticipated outcomes. This model helps schools clarify program goals, and builds cooperation and buy-in an evaluation as it encourages reflective…

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)