Good theory development is grounded in empirical inquiry. In the context of educational evaluation, the development of empirically grounded theory has important benefits for the field and the practitioner. In particular, a shift to empirically derived theory will assist in advancing more systematic and contextually relevant evaluation practice, as…

Making the program theory explicit is an essential first step in Theory Driven Evaluation (TDE). Once explicit, the program logic can be established making necessary links between the program theory, activities, and outcomes. Despite its importance evaluators often encounter situations where the program theory is not explicitly stated. Under such…

Suggests research designs and methodologies that are useful in program evaluation when information is hard to measure, or sensitive in nature, or difficult for the respondent to articulate. Illustrates the application of these methods, which include intersubjective certifiability and triangulated respondent groups among other approaches, through…

Examined the Kirkpatrick evaluation framework (D. Kirkpatrick, 1959) through a case study of a national leadership development program, the Canadian Agriculture Lifetime Leadership Program. Draws conclusions about using the Kirkpatrick framework to evaluate noncredit educational programs, and shows how the framework enabled productive formative…

Examined evaluation challenges facing the National Child Benefit (NCB) program in Canada. Reviewed the Social Union Framework agreement focusing on the development of the NCB. Findings show the complexity of programs like the NCB. Detecting changes in the program and assisting interpretation of these changes will require detailed administrative…

Describes the Case Competition established by the Newfoundland and Labrador Chapter of the Canadian Evaluation Society based on the national Case Competition model. Describes the competition as an opportunity for students to gain skills, confidence, and contacts while working as teams. (SLD)

Presents some reflections on the Case Competition of the Canadian Evaluation Society from the perspective of coaches who prepare students for the competition. Outlines the preparation for and the rewards of the experience. (SLD)

Examined ethical conflicts arising in an Australian evaluation of care options for indigenous children and young people deemed to be at risk of neglect or abuse. Discusses ways the conflicts were addressed and identifies implications for evaluation practice. (SLD)

Describes a peer support approach to evaluating outcomes within supported employment programs for people with developmental disabilities. Presents a case study of one Canadian county agency's experience with peer support evaluation and draws several lessons from the implementation experience of several agencies. (SLD)

Presents the perspective of students who have competed in the Case Competition of the Canadian Evaluation Society in which teams of three to five students analyze an evaluation case and present findings to a panel of judges. Students describe participation as a unique and invaluable learning experience. (SLD)

Illustrates the contribution that the Student Case Competition of the Canadian Evaluation Society can make to agencies with evaluation needs by describing the experience of an addiction and family services program whose gambling addiction treatment program used as the case in the qualifying round of the 1998 competition. (SLD)

Examines some of the reasons teachers in the junior colleges of Quebec, Canada have refused to participate in the evaluation of college programs. Findings from case studies of several junior college programs suggest that a bottom-up approach would have mobilized stakeholder involvement more than the top-down approach actually used. (SLD)