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Comparing the intended consequences of three theories of evaluation

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  • Luskin, Rebecca J.C.
  • Ho, Timothy

Abstract

This paper compares selected evaluation theories (Practical Participatory Evaluation, Values-Engaged Evaluation, Emergent Realist Evaluation) on the basis of their stated consequences. The discussion follows Mark's (2008) framework for research on evaluation and uses Miller's (2010) criteria of discernible impact and reproducibility in order to delineate the theories. The research on evaluation outcomes shows that some of the claims made by each evaluation theory are supported with evidence, but many substantial claims remain untested. The short term and long term goals espoused by each theory show noticeable differences in the consequences of each evaluation approach, with different emphases placed on organizational capacity, use of findings, or perceptions of the evaluation as outcomes of the prescribed evaluation approach.

Suggested Citation

  • Luskin, Rebecca J.C. & Ho, Timothy, 2013. "Comparing the intended consequences of three theories of evaluation," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 61-66.
    • Handle: RePEc:eee:epplan:v:38:y:2013:i:c:p:61-66
    DOI: 10.1016/j.evalprogplan.2012.03.015
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    References listed on IDEAS

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    1. Hansen, Mark & Alkin, Marvin C. & Wallace, Tanner LeBaron, 2013. "Depicting the logic of three evaluation theories," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 34-43.
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    Cited by:

    1. Wu, Huang & Shen, Jianping & Jones, Jeffrey & Gao, Xingyuan & Zheng, Yunzheng & Krenn, Huilan Y., 2019. "Using logic model and visualization to conduct portfolio evaluation," Evaluation and Program Planning, Elsevier, vol. 74(C), pages 69-75.
    2. Jacobson, Miriam R. & Azzam, Tarek, 2018. "The effects of stakeholder involvement on perceptions of an evaluation’s credibility," Evaluation and Program Planning, Elsevier, vol. 68(C), pages 64-73.
    3. Hansen, Mark & Alkin, Marvin C. & Wallace, Tanner LeBaron, 2013. "Depicting the logic of three evaluation theories," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 34-43.
    4. Omsalma Ibrahim Mohamed Ahmed & Musa Abubaker Musa Saleh, 2023. "Exploring the Characteristic Features of PhD Programs in ELT among Sudanese Universities (Study at Nile Valley University and SUST 2021- 2022)," English Language Teaching, Canadian Center of Science and Education, vol. 16(2), pages 1-22, February.
    5. Miller, Robin Lin, 2013. "Logic models: A useful way to study theories of evaluation practice?," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 77-80.
    6. Cousins, J. Bradley, 2013. "When does a conceptual framework become a theory? Reflections from an accidental theorist," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 67-70.
    7. Schalock, Robert L. & Lee, Tim & Verdugo, Miguel & Swart, Kees & Claes, Claudia & van Loon, Jos & Lee, Chun-Shin, 2014. "An evidence-based approach to organization evaluation and change in human service organizations evaluation and program planning," Evaluation and Program Planning, Elsevier, vol. 45(C), pages 110-118.
    8. Dillman, Lisa M., 2013. "Comparing evaluation activities across multiple theories of practice," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 53-60.
    9. Schalock, Robert L. & Verdugo, Miguel & Lee, Tim, 2016. "A systematic approach to an organization’s sustainability," Evaluation and Program Planning, Elsevier, vol. 56(C), pages 56-63.
    10. Gargani, John, 2013. "What can practitioners learn from theorists’ logic models?," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 81-88.
    11. Mark, Melvin M. & Henry, Gary T., 2013. "Logic models and content analyses for the explication of evaluation theories: The case of emergent realist evaluation," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 74-76.

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