Book description
The golden standard evaluation reference text
Now in its second edition, Evaluation Theory, Models, and Applications is the vital text on evaluation models, perfect for classroom use as a textbook, and as a professional evaluation reference. The book begins with an overview of the evaluation field and program evaluation standards, and proceeds to cover the most widely used evaluation approaches. With new evaluation designs and the inclusion of the latest literature from the field, this Second Edition is an essential update for professionals and students who want to stay current. Understanding and choosing evaluation approaches is critical to many professions, and Evaluation Theory, Models, and Applications, Second Edition is the benchmark evaluation guide.
Authors Daniel L. Stufflebeam and Chris L. S. Coryn, widely considered experts in the evaluation field, introduce and describe 23 program evaluation approaches, including, new to this edition, transformative evaluation, participatory evaluation, consumer feedback, and meta-analysis. Evaluation Theory, Models, and Applications, Second Edition facilitates the process of planning, conducting, and assessing program evaluations. The highlighted evaluation approaches include:
Experimental and quasi-experimental design evaluations
Daniel L. Stufflebeam's CIPP Model
Michael Scriven's Consumer-Oriented Evaluation
Michael Patton's Utilization-Focused Evaluation
Robert Stake's Responsive/Stakeholder-Centered Evaluation
Case Study Evaluation
Key readings listed at the end of each chapter direct readers to the most important references for each topic. Learning objectives, review questions, student exercises, and instructor support materials complete the collection of tools. Choosing from evaluation approaches can be an overwhelming process, but Evaluation Theory, Models, and Applications, Second Edition updates the core evaluation concepts with the latest research, making this complex field accessible in just one book.
Table of contents
- Title Page
- Copyright
- List of Figures, Tables, and Exhibits
- Dedication
- Preface
- Acknowledgments
- The Authors
- Introduction
- 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
-
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
- Chapter 9: Eclectic Evaluation Approaches
-
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
-
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
- Summary of Premises of Utilization-Focused Evaluation
- Strengths of the Utilization-Focused Evaluation Approach
- Limitations of the Utilization-Focused Evaluation Approach
- Summary
- Group Exercises
- Note
- Suggested Supplemental Readings
- Part Four: Evaluation Tasks, Procedures, and Tools
- Chapter 17: Identifying and Assessing Evaluation Opportunities
-
Chapter 18: First Steps in Addressing Evaluation Opportunities
- Developing the Evaluation Team
- Developing Thorough Familiarity with the Need for the Evaluation
- Stipulating Standards for Guiding and Assessing the Evaluation
- Establishing Institutional Support for the Projected Evaluation
- Developing the Evaluation Proposal's Appendix
- Planning for a Stakeholder Review Panel
- Summary
- Group Exercise
- Suggested Supplemental Readings
- Chapter 19: Designing Evaluations
- Chapter 20: Budgeting Evaluations
- Chapter 21: Contracting Evaluations
- Chapter 22: Collecting Evaluative Information
- Chapter 23: Analyzing and Synthesizing Information
-
Chapter 24: Communicating Evaluation Findings
- Review of Pertinent Analysis and Advice from Previous Chapters
- Complex Needs and Challenges in Reporting Evaluation Findings
- Establishing Conditions to Foster Use of Findings
- Providing Interim Evaluative Feedback
- Preparing and Delivering the Final Report
- Providing Follow-Up Support to Enhance an Evaluation's Impact
- Summary
- Group Exercises
- Suggested Supplemental Readings
- Part Five: Metaevaluation and Institutionalizing and Mainstreaming Evaluation
-
Chapter 25: Metaevaluation: Evaluating Evaluations
- Rationale for Metaevaluation
- Evaluator and Client Responsibilities in Regard to Metaevaluation
- Formative and Summative Metaevaluations
- A Conceptual and Operational Definition of Metaevaluation
- An Instructive Metaevaluation Case
- Metaevaluation Tasks
- Metaevaluation Arrangements and Procedures
- Comparative Metaevaluations
- Checklists for Use in Metaevaluations
- The Role of Context and Resource Constraints
- Summary
- Group Exercises
- Note
- Suggested Supplemental Readings
-
Chapter 26: Institutionalizing and Mainstreaming Evaluation
- Review of this Book's Themes
- Overview of the Remainder of the Chapter
- Rationale and Key Principles for Institutionalizing and Mainstreaming Evaluation
- Early Efforts to Help Organizations Institutionalize Evaluation
- Recent Advances of Use in Institutionalizing and Mainstreaming Evaluation
- Checklist for Use in Institutionalizing and Mainstreaming Evaluation
- Summary
- Group Exercises
- Suggested Supplemental Readings
- Glossary
- References
- Index
- End User License Agreement
Product information
- Title: Evaluation Theory, Models, and Applications, 2nd Edition
- Author(s):
- Release date: October 2014
- Publisher(s): Jossey-Bass
- ISBN: 9781118074053
You might also like
book
Statistical Intervals, 2nd Edition
Describes statistical intervals to quantify sampling uncertainty,focusing on key application needs and recently developed methodology in …
book
Introduction to Optimum Design, 2nd Edition
Introduction to Optimum Design is intended for use in a first course on engineering design and …
book
Process Control: Modeling, Design, and Simulation
Master process control hands on, through practical examples and MATLAB® simulations This is the first complete …
book
Statistics for Six Sigma Made Easy! Revised and Expanded Second Edition, 2nd Edition
A PLAIN ENGLISH GUIDE TO SOLVING REAL-WORLD PROBLEMS WITH SIX SIGMA Six Sigma is one of …