Evaluation Theory, Models, and Applications

Author:   Daniel L. Stufflebeam ,  Chris L. S. Coryn
Publisher:   John Wiley & Sons Inc
Edition:   2nd Edition
ISBN:  

9781118870327


Pages:   800
Publication Date:   26 September 2014
Format:   Electronic book text
Availability:   In stock   Availability explained
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Evaluation Theory, Models, and Applications


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Overview

The golden standard evaluation reference text Now in its second edition, Evaluation Theory, Models, andApplications is the vital text on evaluation models, perfectfor classroom use as a textbook, and as a professional evaluationreference. The book begins with an overview of the evaluation fieldand program evaluation standards, and proceeds to cover the mostwidely used evaluation approaches. With new evaluation designs andthe inclusion of the latest literature from the field, thisSecond Edition is an essential update for professionals andstudents who want to stay current. Understanding and choosingevaluation approaches is critical to many professions, andEvaluation Theory, Models, and Applications, Second Editionis the benchmark evaluation guide. Authors Daniel L. Stufflebeam and Chris L. S. Coryn, widelyconsidered experts in the evaluation field, introduce and describe23 program evaluation approaches, including, new to this edition, transformative evaluation, participatory evaluation, consumerfeedback, and meta-analysis. Evaluation Theory, Models, andApplications, Second Edition facilitates the process ofplanning, conducting, and assessing program evaluations. Thehighlighted 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 tothe most important references for each topic. Learning objectives, review questions, student exercises, and instructor supportmaterials complete the collection of tools. Choosing fromevaluation approaches can be an overwhelming process, butEvaluation Theory, Models, and Applications, Second Editionupdates the core evaluation concepts with the latest research, making this complex field accessible in just one book.

Full Product Details

Author:   Daniel L. Stufflebeam ,  Chris L. S. Coryn
Publisher:   John Wiley & Sons Inc
Imprint:   Jossey-Bass Inc.,U.S.
Edition:   2nd Edition
ISBN:  

9781118870327


ISBN 10:   1118870328
Pages:   800
Publication Date:   26 September 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Electronic book text
Publisher's Status:   Active
Availability:   In stock   Availability explained
We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately.

Table of Contents

List of Figures, Tables, and Exhibits xiii Dedication xvii Preface xix Acknowledgments xxiii The Author xxv Introduction xxvii Changes to the First Edition xxviii Intended Audience xxviii Overview of the Book's Contents xxix Study Suggestions xxxii Part One: Fundamentals of Evaluation 1 1 OVERVIEW OF THE EVALUATION FIELD 3 What Are Appropriate Objects of Evaluations and RelatedSubdisciplines of Evaluation? 3 Are Evaluations Enough to Control Quality, Guide Improvement,and Protect Consumers? 4 Evaluation as a Profession and Its Relationship to OtherProfessions 4 What Is Evaluation? 6 How Good Is Good Enough? How Bad Is Intolerable? How Are TheseQuestions Addressed? 17 What Are Performance Standards? How Should They BeApplied? 18 Why Is It Appropriate to Consider Multiple Values? 20 Should Evaluations Be Comparative, Noncomparative, or Both?21 How Should Evaluations Be Used? 21 Why Is It Important to Distinguish Between Informal Evaluationand Formal Evaluation? 26 How Do Service Organizations Meet Requirements for PublicAccountability? 27 What Are the Methods of Formal Evaluation? 29 What Is the Evaluation Profession, and How Strong IsIt? 29 What Are the Main Historical Milestones in the EvaluationField's Development? 30 2 EVALUATION THEORY 45 General Features of Evaluation Theories 45 Theory's Role in Developing the Program EvaluationField 47 Functional and Pragmatic Bases of Extant Program EvaluationTheory 48 AWord About Research Related to Program Evaluation Theory 49 Program Evaluation Theory Defined 50 Criteria for Judging Program Evaluation Theories 52 Theory Development as a Creative Process Subject to Review andCritique by Users 56 Status of Theory Development in the Program Evaluation Field57 Importance and Difficulties of Considering Context in Theoriesof Program Evaluation 58 Need for Multiple Theories of Program Evaluation 58 Hypotheses for Research on Program Evaluation 59 Potential Utility of Grounded Theories 62 Potential Utility of Metaevaluations in Developing Theories ofProgram Evaluation 63 Program Evaluation Standards and Theory Development 63 3 STANDARDS FOR PROGRAM EVALUATIONS 69 The Need for Evaluation Standards 71 Background of Standards for Program Evaluations 73 Joint Committee Program Evaluation Standards 74 American Evaluation Association Guiding Principles forEvaluators 80 Government Auditing Standards 83 Using Evaluation Standards 97 Part Two: An Evaluation of Evaluation Approaches andModels 105 4 BACKGROUND FOR ASSESSING EVALUATION APPROACHES 107 Evaluation Approaches 109 Importance of Studying Alternative EvaluationApproaches 109 The Nature of Program Evaluation 110 Previous Classifications of Alternative Evaluation Approaches110 Caveats 112 5 PSEUDOEVALUATIONS 117 Background and Introduction 117 Approach 1: Public Relations Studies 119 Approach 2: Politically Controlled Studies 120 Approach 3: Pandering Evaluations 122 Approach 4: Evaluation by Pretext 123 Approach 5: Empowerment Under the Guise ofEvaluation 125 Approach 6: Customer Feedback Evaluation 127 6 QUASI-EVALUATION STUDIES 133 Quasi-Evaluation Approaches Defined 133 Functions of Quasi-Evaluation Approaches 134 General Strengths and Weaknesses of Quasi-Evaluation Approaches134 Approach 7: Objectives-Based Studies 135 Approach 8: The Success Case Method 137 Approach 9: Outcome Evaluation as Value-Added Assessment 143 Approach 10: Experimental and Quasi-Experimental Studies 147 Approach 11: Cost Studies 152 Approach 12: Connoisseurship and Criticism 155 Approach 13: Theory-Based Evaluation 158 Approach 14: Meta-Analysis 164 7 IMPROVEMENT- AND ACCOUNTABILITY-ORIENTED EVALUATIONAPPROACHES 173 Improvement- and Accountability-Oriented Evaluation Defined173 Functions of Improvement- and Accountability-Oriented Approaches174 General Strengths and Weaknesses of Decision- andAccountability-Oriented Approaches 174 Approach 15: Decision- and Accountability-Oriented Studies174 Approach 16: Consumer-Oriented Studies 181 Approach 17: Accreditation and Certification 184 8 SOCIAL AGENDA AND ADVOCACY EVALUATION APPROACHES191 Overview of Social Agenda and Advocacy Approaches 191 Approach 18: Responsive or Stakeholder-Centered Evaluation192 Approach 19: Constructivist Evaluation 197 Approach 20: Deliberative Democratic Evaluation 202 Approach 21: Transformative Evaluation 205 9 ECLECTIC EVALUATION APPROACHES 213 Overview of Eclectic Approaches 213 Approach 22: Utilization-Focused Evaluation 214 Approach 23: Participatory Evaluation 219 10 BEST APPROACHES FOR TWENTY-FIRST-CENTURY EVALUATIONS229 Selection of Approaches for Analysis 230 Methodology for Analyzing and Evaluating the NineApproaches 230 Our Qualifications as Raters 230 Conflicts of Interest Pertaining to the Ratings 231 Standards for Judging Evaluation Approaches 231 Comparison of 2007 and 2014 Ratings 236 Issues Related to the 2011 Program EvaluationStandards 237 Overall Observations 237 The Bottom Line 240 Part Three: Explication of Selected Evaluation Approaches247 11 EXPERIMENTAL AND QUASI-EXPERIMENTAL DESIGNEVALUATIONS 249 Chapter Overview 249 Basic Requirements of Sound Experiments 250 Prospective Versus Retrospective Studies of Cause 251 Uses of Experimental Design 251 Randomized Controlled Experiments in Context 252 Suchman and the Scientific Approach to Evaluation 256 Contemporary Concepts Associatedwith the ExperimentalandQuasi-Experimental Design Approach to Evaluation 265 Exemplars of Large-Scale Experimental and Quasi-ExperimentalDesign Evaluations 269 Guidelines for Designing Experiments 271 Quasi-Experimental Designs 280 12 CASE STUDY EVALUATIONS 291 Overview of the Chapter 291 Overview of the Case Study Approach 292 Case Study Research: The Views of Robert Stake 294 Case Study Research: The Views of Robert Yin 297 Particular Case Study Information CollectionMethods 301 13 DANIEL STUFFLEBEAM'S CIPP MODEL FOR EVALUATION: ANIMPROVEMENT AND ACCOUNTABILITY-ORIENTED APPROACH 309 Overview of the Chapter 309 CIPP Model in Context 309 Overview of the CIPP Categories 312 Formative and Summative Uses of Context, Input, Process, andProduct Evaluations 313 Philosophy and Code of Ethics Underlying the CIPPModel 314 The Model's Values Component 317 Using the CIPP Framework to Define EvaluationQuestions 319 Delineation of the CIPP Categories and Relevant Procedures319 Use of the CIPP Model as a Systems Strategy for Improvement332 14 MICHAEL SCRIVEN'S CONSUMER-ORIENTED APPROACH TOEVALUATION 341 Overview of Scriven's Contributions toEvaluation 341 Scriven's Background 343 Scriven's Basic Orientation to Evaluation 343 Scriven's Definition of Evaluation 343 Critique of Other Persuasions 344 Formative and Summative Evaluation 345 Amateur Versus Professional Evaluation 347 Intrinsic and Payoff Evaluation 347 Goal-Free Evaluation 347 Needs Assessment 348 Scoring, Ranking, Grading, and Apportioning 349 Checklists 352 Key Evaluation Checklist 353 The Final Synthesis 354 Metaevaluation 357 Evaluation Ideologies 357 Avenues to Causal Inference 361 Product Evaluation 363 Professionalization of Evaluation 366 Scriven's Look to Evaluation's Future 366 15 ROBERT STAKE'S RESPONSIVE OR STAKEHOLDER-CENTEREDEVALUATION APPROACH 373 Stake's Professional Background 374 Factors Influencing Stake's Development of EvaluationTheory 374 Stake's 1967 ``Countenance of EducationalEvaluation'' Article 375 Responsive Evaluation Approach 383 Substantive Structure of Responsive Evaluation 390 Functional Structure of Responsive Evaluation 390 An Application of Responsive Evaluation 392 Stake's Recent Rethinking of ResponsiveEvaluation 397 16 MICHAEL PATTON'S UTILIZATION-FOCUSED EVALUATION403 Adherents of Utilization-Focused Evaluation 404 Some General Aspects of Patton's Utilization-FocusedEvaluation 405 Intended Users of Utilization-Focused Evaluation 407 Focusing a Utilization-Focused Evaluation 407 The Personal Factor as Vital to an Evaluation'sSuccess 408 The Evaluator's Roles 408 Utilization-Focused Evaluation and Values andJudgments 409 Employing Active-Reactive-Adaptive Processes to Negotiate withUsers 410 Patton's Eclectic Approach 411 Planning Utilization-Focused Evaluations 411 Collecting and Analyzing Information and Reporting Findings412 Summary of Premises of Utilization-FocusedEvaluation 413 Strengths of the Utilization-Focused EvaluationApproach 414 Limitations of the Utilization-Focused Evaluation Approach415 Part Four: Evaluation Tasks, Procedures, and Tools421 17 IDENTIFYING AND ASSESSING EVALUATION OPPORTUNITIES423 Sources of Evaluation Opportunities 423 Bidders' Conferences 431 18 FIRST STEPS IN ADDRESSING EVALUATION OPPORTUNITIES435 Developing the Evaluation Team 436 Developing Thorough Familiarity with the Need for theEvaluation 437 Stipulating Standards for Guiding and Assessing the Evaluation437 Establishing Institutional Support for the Projected Evaluation437 Developing the Evaluation Proposal's Appendix 438 Planning for a Stakeholder Review Panel 439 19 DESIGNING EVALUATIONS 445 A Design Used for Evaluating the Performance Review System of aMilitary Organization 446 Generic Checklist for Designing Evaluations 462 20 BUDGETING EVALUATIONS 479 Ethical Imperatives in Budgeting Evaluations 480 Fixed-Price Budget for Evaluating a Personnel Evaluation System483 Other Types of Evaluation Budgets 486 Generic Checklist for Developing Evaluation Budgets 493 21 CONTRACTING EVALUATIONS 505 Definitions of Evaluation Contracts and Memorandums of Agreement506 Rationale for Evaluation Contracting 508 Addressing Organizational Contracting Requirements 511 Negotiating Evaluation Agreements 511 Evaluation Contracting Checklist 512 22 COLLECTING EVALUATIVE INFORMATION 519 Key Standards for Information Collection 519 An Information Collection Framework 540 Useful Methods for Collecting Information 543 23 ANALYZING AND SYNTHESIZING INFORMATION 557 General Orientation to Analyzing and Synthesizing Information558 Principles for Analyzing and SynthesizingInformation 559 Analysis of Quantitative Information 560 Analysis of Qualitative Information 575 Justified Conclusions and Decisions 580 24 COMMUNICATING EVALUATION FINDINGS 589 Review of Pertinent Analysis and Advice from PreviousChapters 590 Complex Needs and Challenges in Reporting EvaluationFindings 591 Establishing Conditions to Foster Use of Findings 592 Providing Interim Evaluative Feedback 600 Preparing and Delivering the Final Report 603 Providing Follow-Up Support to Enhance an Evaluation'sImpact 619 Part Five: Metaevaluation and Institutionalizing andMainstreaming Evaluation 629 25 METAEVALUATION: EVALUATING EVALUATIONS 631 Rationale for Metaevaluation 632 Evaluator and Client Responsibilities in Regard toMetaevaluation 634 Formative and Summative Metaevaluations 634 A Conceptual and Operational Definition of Metaevaluation634 An Instructive Metaevaluation Case 640 Metaevaluation Tasks 643 Metaevaluation Arrangements and Procedures 647 Comparative Metaevaluations 662 Checklists for Use in Metaevaluations 664 The Role of Context and Resource Constraints 664 26 INSTITUTIONALIZING AND MAINSTREAMING EVALUATION671 Review of this Book's Themes 671 Overview of the Remainder of the Chapter 672 Rationale and Key Principles for Institutionalizing andMainstreaming Evaluation 673 Early Efforts to Help Organizations Institutionalize Evaluation674 Recent Advances of Use in Institutionalizing and MainstreamingEvaluation 675 Checklist for Use in Institutionalizing and MainstreamingEvaluation 676 Glossary 691 References 713 Index 744

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Author Information

DANIEL L. STUFFLEBEAM, PHD, isDistinguished University Professor Emeritus at Western MichiganUniversity, Kalamazoo. CHRIS L. S. CORYN, PHD, is director of theInterdisciplinary PhD in Evaluation (IDPE) program and assistantprofessor in the Evaluation, Measurement, and Research (EMR)program at Western Michigan University. He is the executive editorof the Journal of MultiDisciplinary Evaluation.

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