Validation is needed for any newly developed model or framework because it requires several real-life applications. The investment made into e-learning in medical education is daunting, as is the expectation for a positive return on investment. The medical education domain requires data-wise implementation of e-learning as the debate continues…

For over 30 years, calls have been issued for the western evaluation field to address implicit bias in its theory and practice. Although many in the field encourage evaluators to be culturally competent, ontological competence remains unaddressed. Grounded in an institutionalized distrust of non-western perspectives of reality and knowledge…

This article introduces a set of evidence-based principles to guide evaluation practice in contexts where evaluation knowledge is collaboratively produced by evaluators and stakeholders. The data from this study evolved in four phases: two pilot phases exploring the desirability of developing a set of principles; an online questionnaire survey…

The What Works Clearinghouse (WWC) evaluates research studies that look at the effectiveness of education programs, products, practices, and policies, which the WWC calls "interventions." Many studies of education interventions make claims about impacts on students' outcomes. Some studies have designs that enable readers to make causal…

Purpose: This paper aims to explore the use of developmental evaluation methods with community of practice programmes experiencing change or transition to better understand how to target support resources. Design/methodology/approach: The practical use of a number of developmental evaluation methods was explored in three organizations over a…

Imagine a world where evaluation is a social epidemic . . . where individuals, groups, organizations, and communities are constantly learning about and from evaluations. The author believes that we are well on our way to creating a "global cascade" of evaluative thinking and practice. Evidence of this phenomenon can be seen in the field's…

The chapter explores critical roles of internal evaluators in contemporary organizational settings. The need is highlighted for an expanded, reconfigured, unorthodox set of roles and styles of work to meet the needs of the emerging learning organizations effectively. A discussion of major categories of internal evaluator roles emerged from the…

As with many forms of evaluation, empowerment evaluation can be viewed as an ideology that promotes a particular set of social and professional values. Judging the quality and utility of empowerment evaluation thus requires a critical appraisal of the implications of adopting those values.

The Using Evaluation Data Form (UEDF) represents a psychological lever for getting a program's decision maker to consider major evaluation findings. The form may be used at any point of the evaluation process when sufficient data exist to support a finding deserving of action or reaction by the project staff. By local policy, it is required for…

Some of the most important evaluation questions cannot be answered through experimental research. The "assessment" of the St. Louis Leadership Program (SLLP), sponsored by the Danforth Foundations, is used as an illustration of a "connoisseur-based study" approach to evaluation. The project team, given limited time and funds, decided that it could…

Three types of explanation in evaluation are discussed: causal explanations, explanations of actions, and explanations of value judgments. The role and importance of each form is addressed, as are alternate approaches to providing such explanation. The concept of explanation is defined as anything said or done to help someone understand something.…

This handbook was developed to provide managers working with the National Science Foundation (NSF) with a basic guide for the evaluation of NSF's educational programs. It is aimed at people who need to learn more about what evaluation can do and how to do an evaluation rather than those who already have a solid base of experience in the field.…

It is widely believed that evaluations can deliver certain, definitive, and absolutely convincing assessments of social programs. It would be wise to insist only that evaluation findings be credible rather than certain, arguable rather than definite, and persuasive rather than absolutely convincing. (CJ)

Meltsner classified evaluators as technicians, politicians, entrepreneurs, or pretenders, based upon differing expectations norms, training, and motivations. This role-perception study of evaluators in a large urban school district supported Meltsner, although few technicians or politicians emerged. (CP)

Techniques developed in a federal agency to forge links between evaluators and decision makers using evaluation information are described. Focus is on engaging the decision maker in the identification of candidate programs, selection among candidates, program evaluation, reporting of evaluation results, and assessment of evaluation impact. (SLD)