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Evaluation Becomes a Profession: 1973–1989 This period can be characterized as one of increasing development of a distinct field of evaluation through the growth in approaches, programs to train students to become evaluators, and professional associations. At the same time, the sites of evaluation began to diversify dramatically, with the federal government playing a less […]

The Emergence of Modern Program Evaluation: 1964–1972 Although the developments discussed so far were not sufficient in themselves to create a strong and enduring evaluation movement, each helped create a context that would give birth to such a movement. Conditions were right for accelerated conceptual and methodological development in evaluation, and the catalyst was found

Early Forms of Formal Evaluation The History and Influence of Evaluation in Society Early Forms of Formal Evaluation Some evaluator-humorists have mused that formal evaluation was probably at work in determining which evasion skills taught in Sabertooth Avoidance 101 had the Chapter 2 • Origins and Current Trends in Modern Program Evaluation 39 greatest survival

Which do you prefer, an external or internal evaluator? Major Concepts and Theories 1. Evaluation is the identification, clarification, and application of defensible criteria to determine an evaluation object’s value, its merit or worth, in regard to those criteria. The specification and use of explicit criteria distinguish formal evaluation from the informal evaluations most of

The process of disciplined evaluation permeates all areas of thought and practice Given its many uses, it may seem almost axiomatic to assert that evaluation is not only valuable but essential in any effective system or society. Citizens look to eval- uation for accountability. Policymakers and decision makers call on it and use it Chapter

Internal and External Evaluations The adjectives “internal” and “external” distinguish between evaluations conducted by program employees and those conducted by outsiders. An experimental year- round education program in the San Francisco public schools might be evaluated by a member of the school district staff (internal) or by a site-visit team appointed by the California State

A Typology of Evaluation Studies Judgment What to Revise/Change Formative What to Begin, Continue, Expand Summative Needs Assessment How should we adapt the model we are considering? Should we begin a program? Is there sufficient need? Process Is more training of staff needed to deliver the program appropriately? Are sufficient numbers of the target audience

Needs Assessment, Process, and Outcome Evaluations The distinctions between formative and summative evaluation are concerned pri- marily with the kinds of decisions or judgments to be made with the evaluation results. The distinction between the relative emphasis on formative or summative evaluation is an important one to make at the beginning of a study because

Differences between Formative and Summative Evaluation Formative Evaluation Summative Evaluation Use To improve the program To make decisions about the program’s future or adoption Audience Program managers and staff Administrators, policymakers, and/or potential consumers or funding agencies By Whom Often internal evaluators supported by external evaluators Often external evaluators, supported by internal evaluators Major Characteristics

Some Basic Types of Evaluation Formative and Summative Evaluation Scriven (1967) first distinguished between the formative and summative roles of evaluation. Since then, the terms have become almost universally accepted in the field. In practice, distinctions between these two types of evaluation may blur somewhat, but the terms serve an important function in highlighting the