Evaluation Theory, Models, and Applications.

Cover -- Title Page -- Copyright -- Contents -- List of Figures, Tables, and Exhibits -- Dedication -- Preface -- Acknowledgments -- The Author -- Introduction -- Changes to the First Edition -- Intended Audience -- Overview of the Book's Contents -- Study Suggestions -- Summary -- Part One Fundamentals of Evaluation -- Chapter 1 Overview of the Evaluation Field -- What Are Appropriate Objects of Evaluations and Related Subdisciplines of Evaluation? -- Are Evaluations Enough to Control Quality, Guide Improvement, and Protect Consumers? -- Evaluation as a Profession and Its Relationship to Other Professions -- What Is Evaluation? -- How Good Is Good Enough? How Bad Is Intolerable? How Are These Questions Addressed? -- What Are Performance Standards? How Should They Be Applied? -- Why Is It Appropriate to Consider Multiple Values? -- Should Evaluations Be Comparative, Noncomparative, or Both? -- How Should Evaluations Be Used? -- Why Is It Important to Distinguish Between Informal Evaluation and Formal Evaluation? -- How Do Service Organizations Meet Requirements for Public Accountability? -- What Are the Methods of Formal Evaluation? -- What Is the Evaluation Profession, and How Strong Is It? -- What Are the Main Historical Milestones in the Evaluation Field's Development? -- Summary -- Group Exercises -- Notes -- Suggested Supplemental Readings -- Chapter 2 Evaluation Theory -- General Features of Evaluation Theories -- Theory's Role in Developing the Program Evaluation Field -- Functional and Pragmatic Bases of Extant Program Evaluation Theory -- A Word About Research Related to Program Evaluation Theory -- Program Evaluation Theory Defined -- Criteria for Judging Program Evaluation Theories -- Theory Development as a Creative Process Subject to Review and Critique by Users -- Status of Theory Development in the Program Evaluation Field.

Importance and Difficulties of Considering Context in Theories of Program Evaluation -- Need for Multiple Theories of Program Evaluation -- Hypotheses for Research on Program Evaluation -- Potential Utility of Grounded Theories -- Potential Utility of Metaevaluations in Developing Theories of Program Evaluation -- Program Evaluation Standards and Theory Development -- Summary -- Group Exercises -- Note -- Suggested Supplemental Readings -- Chapter 3 Standards for Program Evaluations -- The Need for Evaluation Standards -- Background of Standards for Program Evaluations -- Joint Committee Program Evaluation Standards -- American Evaluation Association Guiding Principles for Evaluators -- Government Auditing Standards -- Using Evaluation Standards -- Summary -- Group Exercises -- Notes -- Suggested Supplemental Readings -- Part Two An Evaluation of Evaluation Approaches and Models -- Chapter 4 Background for Assessing Evaluation Approaches -- Evaluation Approaches -- Importance of Studying Alternative Evaluation Approaches -- The Nature of Program Evaluation -- Previous Classifications of Alternative Evaluation Approaches -- Caveats -- Summary -- Group Exercise -- Suggested Supplemental Readings -- Chapter 5 Pseudoevaluations -- Background and Introduction -- Approach 1: Public Relations Studies -- Approach 2: Politically Controlled Studies -- Approach 3: Pandering Evaluations -- Approach 4: Evaluation by Pretext -- Approach 5: Empowerment Under the Guise of Evaluation -- Approach 6: Customer Feedback Evaluation -- Summary -- Group Exercises -- Notes -- Suggested Supplemental Readings -- Chapter 6 Quasi-Evaluation Studies -- Quasi-Evaluation Approaches Defined -- Functions of Quasi-Evaluation Approaches -- General Strengths and Weaknesses of Quasi-Evaluation Approaches -- Approach 7: Objectives-Based Studies -- Approach 8: The Success Case Method.

Approach 9: Outcome Evaluation as Value-Added Assessment -- Approach 10: Experimental and Quasi-Experimental Studies -- Approach 11: Cost Studies -- Approach 12: Connoisseurship and Criticism -- Approach 13: Theory-Based Evaluation -- Approach 14: Meta-Analysis -- Summary -- Group Exercises -- Note -- Suggested Supplemental Readings -- Chapter 7 Improvement- and Accountability-Oriented Evaluation Approaches -- Improvement- and Accountability-Oriented Evaluation Defined -- Functions of Improvement- and Accountability-Oriented Approaches -- General Strengths and Weaknesses of Decision- and Accountability-Oriented Approaches -- Approach 15: Decision- and Accountability-Oriented Studies -- Approach 16: Consumer-Oriented Studies -- Approach 17: Accreditation and Certification -- Summary -- Group Exercises -- Note -- Suggested Supplemental Readings -- Chapter 8 Social Agenda and Advocacy Evaluation Approaches -- Overview of Social Agenda and Advocacy Approaches -- Approach 18: Responsive or Stakeholder-Centered Evaluation -- Approach 19: Constructivist Evaluation -- Approach 20: Deliberative Democratic Evaluation -- Approach 21: Transformative Evaluation -- Summary -- Group Exercises -- Suggested Supplemental Readings -- Chapter 9 Eclectic Evaluation Approaches -- Overview of Eclectic Approaches -- Approach 22: Utilization-Focused Evaluation -- Approach 23: Participatory Evaluation -- Summary -- Group Exercises -- Suggested Supplemental Readings -- Chapter 10 Best Approaches for Twenty-First-Century Evaluations -- Selection of Approaches for Analysis -- Methodology for Analyzing and Evaluating the Nine Approaches -- Our Qualifications as Raters -- Conflicts of Interest Pertaining to the Ratings -- Standards for Judging Evaluation Approaches -- Comparison of 2007 and 2014 Ratings -- Issues Related to the 2011 Program Evaluation Standards.

Overall Observations -- The Bottom Line -- Summary -- Group Exercises -- Notes -- Suggested Supplemental Readings -- Part Three Explication of Selected Evaluation Approaches -- Chapter 11 Experimental and Quasi-Experimental Design Evaluations -- Chapter Overview -- Basic Requirements of Sound Experiments -- Prospective Versus Retrospective Studies of Cause -- Uses of Experimental Design -- Randomized Controlled Experiments in Context -- Suchman and the Scientific Approach to Evaluation -- Contemporary Concepts Associated with the Experimental and Quasi-Experimental Design Approach to Evaluation -- Exemplars of Large-Scale Experimental and Quasi-Experimental Design Evaluations -- Guidelines for Designing Experiments -- Quasi-Experimental Designs -- Summary -- Group Exercises -- Suggested Supplemental Readings -- Chapter 12 Case Study Evaluations -- Overview of the Chapter -- Overview of the Case Study Approach -- Case Study Research: The Views of Robert Stake -- Case Study Research: The Views of Robert Yin -- Particular Case Study Information Collection Methods -- Summary -- Group Exercises -- Suggested Supplemental Readings -- Chapter 13 Daniel Stufflebeam's CIPP Model for Evaluation: An Improvement- and Accountability-Oriented Approach -- Overview of the Chapter -- CIPP Model in Context -- Overview of the CIPP Categories -- Formative and Summative Uses of Context, Input, Process, and Product Evaluations -- Philosophy and Code of Ethics Underlying the CIPP Model -- The Model's Values Component -- Using the CIPP Framework to Define Evaluation Questions -- Delineation of the CIPP Categories and Relevant Procedures -- Use of the CIPP Model as a Systems Strategy for Improvement -- Summary -- Group Exercises -- Suggested Supplemental Readings -- Chapter 14 Michael Scriven's Consumer-Oriented Approach to Evaluation.

Overview of Scriven's Contributions to Evaluation -- Scriven's Background -- Scriven's Basic Orientation to Evaluation -- Scriven's Definition of Evaluation -- Critique of Other Persuasions -- Formative and Summative Evaluation -- Amateur Versus Professional Evaluation -- Intrinsic and Payoff Evaluation -- Goal-Free Evaluation -- Needs Assessment -- Scoring, Ranking, Grading, and Apportioning -- Checklists -- Key Evaluation Checklist -- The Final Synthesis -- Metaevaluation -- Evaluation Ideologies -- Avenues to Causal Inference -- Product Evaluation -- Professionalization of Evaluation -- Scriven's Look to Evaluation's Future -- Summary -- Group Exercises -- Notes -- Suggested Supplemental Readings -- Chapter 15 Robert Stake's Responsive or Stakeholder-Centered Evaluation Approach -- Stake's Professional Background -- Factors Influencing Stake's Development of Evaluation Theory -- Stake's 1967 "Countenance of Educational Evaluation'' Article -- Responsive Evaluation Approach -- Substantive Structure of Responsive Evaluation -- Functional Structure of Responsive Evaluation -- An Application of Responsive Evaluation -- Stake's Recent Rethinking of Responsive Evaluation -- Summary -- Group Exercises -- Note -- Suggested Supplemental Readings -- Chapter 16 Michael Patton's Utilization-Focused Evaluation -- Adherents of Utilization-Focused Evaluation -- Some General Aspects of Patton's Utilization-Focused Evaluation -- Intended Users of Utilization-Focused Evaluation -- Focusing a Utilization-Focused Evaluation -- The Personal Factor as Vital to an Evaluation's Success -- The Evaluator's Roles -- Utilization-Focused Evaluation and Values and Judgments -- Employing Active-Reactive-Adaptive Processes to Negotiate with Users -- Patton's Eclectic Approach -- Planning Utilization-Focused Evaluations.

Collecting and Analyzing Information and Reporting Findings.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.