What Guides Evaluation? A Study of How Evaluation Practice Maps onto Evaluation Theory

10.1002/ev.72 ◽  
2003 ◽  
Vol 2003 (97) ◽  
pp. 7-36 ◽  
Author(s):  
Christina A. Christie
Keyword(s):  
Evaluation Theory ◽  
Evaluation Practice

Navigating Theory and Practice Through Evaluation Fieldwork

2016 ◽  
Vol 38 (4) ◽  
pp. 493-506 ◽  
Author(s):  
Jill Anne Chouinard ◽  
Ayesha S. Boyce ◽  
Juanita Hicks ◽  
Jennie Jones ◽  
Justin Long ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Theory And Practice ◽  
Cultural Dynamics ◽  
Group Discussions ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Reflective Journals ◽  
The Social ◽  
The World ◽  
The Relationship

To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and practice, which for many was unexpectedly tumultuous and contextually dynamic and complex. In our exploration, we are guided by the following questions: How do novice practitioners navigate between the world of the classroom and the world of practice? What informs their evaluation practice? More specifically, how can we understand the relationship between theory and practice in evaluation? A thematic analysis leads to three interconnected themes. We conclude with implications for thinking about the relationship between theory and practice in evaluation.

The 'presence' of evaluation theory and practice in educational and social development: toward an inclusive approach

2006 ◽  
Author(s):  
Murray Saunders
Keyword(s):  
Organizational Learning ◽  
Social Policy ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Evaluation Design ◽  
Policy And Practice ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Inclusive Approach ◽  
The Voice

This paper outlines a vision of evaluation and its place in social and educational policy and practice. It focuses on the 'presence' of evaluation in theory, organizational learning and internationalization and the 'voice' of participants in the evaluation process drawing on a range of examples of evaluation practice. It argues for an 'inclusive' evaluation stance from a moral/political standpoint and from the standpoint of sound evaluation design. It offers evaluation as a way of promoting and depicting the effects of social policy on its recipients and concludes by suggesting the way evaluations can promote 'provisional stabilities' for those experiencing rapid and complex change.

scholarly journals Following the Evidence Practice: An Analysis of Evaluation Studies on EU Railway Policy

2019 ◽  
Vol 60 (4) ◽  
pp. 785-803 ◽  
Author(s):  
Fabrizio De Francesco
Keyword(s):  
Professional Practice ◽  
Evaluation Studies ◽  
Theory And Practice ◽  
Political Agenda ◽  
The European Union ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Policy Practice ◽  
Better Regulation ◽  
Analytical Perspective

AbstractSince the end of the 1990s, scholars have been paying particular attention to the link between evidence and policy because of the rise of evidence-based policy making and better regulation in the European Union political agenda. Documents such as evaluation studies are material traces of professional practice and the knowledge production process. Through the analytical perspective of evaluation practice, this contribution has two purposes. First, it differentiates three modes of evaluation theory and practice. Second, through a systematic content analysis of 52 evaluation studies of EU railway policy, it presents an overview of general patterns in the use of evaluative theories and practice. Besides contributing to the literature of evidence and policy practice, the article provides recommendations for EU evaluation and better regulation guidelines.

scholarly journals The overall evaluative conclusion as an element of evaluation practice

2019 ◽  
Author(s):  
Jo MacDonald
Keyword(s):  
Empirical Research ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Informed Decisions

The questions of who values, with whom, in what ways, and under what conditions concern all evaluators but are explicitly considered by some theorists more than others. Theorists placed on the valuing branch of Christie and Alkin’s (2013) evaluation theory tree emphasise valuing in their conceptualisation of evaluation, but even among these theorists there is diversity in the ways in which valuing is considered and realised in evaluation practice. This article explores this diversity within one aspect of valuing—the valuing involved in reaching a warranted conclusion about the overall merit, worth, or significance of an evaluand. It considers the extent to which the literature discusses overall evaluative conclusions as an element of evaluation practice; the extent to which drawing such conclusions is seen as the responsibility of the evaluator or stakeholders; and the methods that may be used to reach a warranted evaluative conclusion. The author concludes that there has been little empirical research undertaken on the valuing involved in reaching a warranted conclusion about the overall merit, worth, or significance of an evaluand. Much of the literature is evaluators theorising from different epistemological positions. Thus, while the literature does not definitively inform evaluators of whether they should always reach an overall evaluative conclusion, who they should involve, and what methods they should use, this review does support evaluators to reflect on these issues in their practice, and to make deliberate, informed decisions about the making—or not—of overall conclusions or judgements in future evaluations.

An examination of the value of the Victorian Government's investment logic map as a tool for front-end evaluation of investment proposals

2008 ◽  
Vol 8 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Aaron Doty
Keyword(s):  
Early Stage ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Evaluation Theory ◽  
Program Logic ◽  
Evaluation Practice ◽  
Stage Of Development ◽  
Front End ◽  
Management Standard

This article considers a tool called an ‘investment logic map’ which was developed by the Victorian Government Department of Treasury and Finance to assist in testing the rationale for proceeding with investment proposals (particularly information and communications technology investments) while they are still at an early stage of development. The article views this tool through the lens of evaluation theory and practice, and situates the investment logic map within the practice of front-end evaluation. From this perspective, the article considers some of the drawbacks of the investment logic map as an example of program logic. The article argues that, because of the pivotal role the investment logic map plays in the management and review of investments through their lifecycle (as part of the government's broader Investment Management Standard), it needs to be underpinned by more robust evaluation practice. The article concludes by suggesting a way in which the strengths of the investment logic map can be retained, while reducing the risks inherent in its current use.

Why Evaluation Theory Should Be Used to Inform Evaluation Policy

2019 ◽  
Vol 40 (4) ◽  
pp. 490-508 ◽  
Author(s):  
Christina A. Christie ◽  
Sebastian Thomas Lemire
Keyword(s):  
Empirical Work ◽  
Policy And Practice ◽  
Evaluation Policy ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Policy Practice ◽  
Formal Evaluation ◽  
Evaluation Policies

Many organizations now have evaluation policies. Because formal evaluation policies intend to frame evaluation practice, it is important to understand the aims of policies and their influence on practice. Evaluation theory is also intended to guide practice; therefore, the extent to which policies are informed by theory is also important to consider, given the related purposes of evaluation theories and policies. Because evaluation policies have emerged with greater occurrence relatively recently, the conceptual and empirical work on the theory–policy–practice connection is limited. Our aim in this article is to flesh out the intersection between evaluation theory, policy, and practice. As illustrative examples, we discuss the three policies in terms of methods, use, and valuing—three core dimensions of evaluation theory. The article concludes with a set of reflections on the different strategies for and implications of a stronger integration of evaluation theory in evaluation policies.

Strengthening Links Between Evaluation Theory and Practice, and More

2017 ◽  
Vol 39 (1) ◽  
pp. 133-139
Author(s):  
Melvin M. Mark
Keyword(s):  
Annual Meeting ◽  
Evaluation Research ◽  
Research Society ◽  
Theory And Practice ◽  
Practice Research ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Research On Evaluation

George Grob presented the fifth and final Eleanor Chelimsky Forum address at the 2017 annual meeting of the Eastern Evaluation Research Society. In this commentary, I respond to several points that George raises in the American Journal of Evaluation paper based on that address. An overarching theme of my comments involves the potential for strengthening the linkages between evaluation theory and evaluation practice. Research on evaluation should also be added to this pairing.

The Centrality of Use: Theories of Evaluation Use and Influence and Thoughts on the First 50 Years of Use Research

2018 ◽  
Vol 40 (3) ◽  
pp. 431-458 ◽  
Author(s):  
Jean A. King ◽  
Marvin C. Alkin
Keyword(s):  
Evaluation Use ◽  
Evaluation Theory ◽  
Related Literature ◽  
Evaluation Practice ◽  
Research On Evaluation ◽  
The Third ◽  
History Of

Our third article on the history of evaluation use affirms its importance in evaluation practice and related literature. It first highlights the centrality of use in the field’s professionalizing documents, extant theories, and the persistence of continuing research. Next, it discusses the challenge of evaluation theories in general, including the prevalence of prescriptive theories, and provides criteria for a good descriptive use theory that even the most detailed use theory does not currently meet. The third section reviews existing use “theories,” nine from Alkin’s evaluation theory tree, two from the literature, and two existing influence theories. This article concludes with a discussion of research on evaluation use past and present, including the effects of competing definitions, along with thoughts for future inquiry.

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