Evaluation Roots: Theory Influencing Practice PDF
Preview Evaluation Roots: Theory Influencing Practice
EVALUATION ROOTS Also Available Evaluation Essentials, Second Edition: From A to Z Marvin C. Alkin and Anne T. Vo Evaluation Roots Theory Influencing Practice THIRD EDITION Edited by Marvin C. Alkin Christina A. Christie THE GUILFORD PRESS New York London Copyright © 2023 The Guilford Press A Division of Guilford Publications, Inc. 370 Seventh Avenue, Suite 1200, New York, NY 10001 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data is available from the publisher. ISBN: 978-1-4625-5139-2 (paperback) ISBN: 978-1-4625-5140-8 (cloth) Editors’ Introduction In Evaluation Roots: Theory Influencing Practice, Third Edition, we examine and compare current evaluation theoretical stances. The point of view of the book is that there is a relationship between evaluation theories, in that theories proposed generally build on previous theoretical work. Moreover, we consider the relationship between social sci- ence research methodology, social accountability, and epistemology. Seeing the way in which these evaluation “roots” grew over time into an evaluation theory tree, with dif- ferent limbs for different evaluation theory orientations, helps provide a better under- standing of not only evaluation theory but also how an evaluator may go about picking the most appropriate and applicable theory for his or her evaluation. In the three introductory chapters, we present an evaluation theory tree with three major limbs and review the way in which this edition was developed. We posit that evaluation theories are distinguished by the extent to which they place greatest empha- sis on methods, valuing, or use. The extent to which a theory places highest priority on one or another of these dimensions determines its placement on a particular limb of the evaluation theory tree. Following these first three chapters are 18 chapters written by theorist authors to provide insight into the nature of their theory and how to apply it to an evaluation, and a further chapter provides a synopsis of several theories deemed important but for which theorists were unable to write chapters. Then there are two final chapters intended to support evaluators in using these theories as a basis for influ- encing evaluation practice and evaluation policy. The chapter authors were requested specifically to address their respective the- ories and provide a holistic view of how these theories could be applied to specific evaluations. While there was some editorial advice given on occasion, chapters were ultimately accepted in the style used by the authors. As a result, writing styles differ from chapter to chapter. Some are very formal (akin to research papers), and others are more personal, capturing further insights about each author and his or her experi- ences. We view not only the author’s description of the evaluation theory but also his or v vi Editors’ Introduction her presentation style as a basis for providing greater perspective on the author. That being said, though, through whichever means each author saw fit, the chapters were written specifically to support evaluators in implementing effective evaluations. The process of editing this book and reading all the chapters to provide comments to their authors has in many ways been confusing. Chapter authors present an abun- dance of appealing ideas, so that one constantly finds oneself saying, “You’re right.” Each theorist may believe that his or her approach is the true nirvana. While we have theoretical prescriptive preferences, we nonetheless believe that there is validity in the models and that each may be helpful for specific contexts. In examining their views, readers and practitioners would be advised to use not only the models that make the most intellectual sense to them but also the ones that are most fitting for their setting and goals for the evaluation. We have provided assistance for this endeavor by develop- ing paradigms for each theory, to be found in Chapter 23. It may be that some practi- tioners are faced with a wide variety of different contexts in which they will perform an evaluation and select the theoretical approach that best fits each situation. We anticipate that in reading this book, practitioners and theorists will find many appealing ideas to enhance their evaluation views and practice. Acknowledgments Our sincere thanks to the evaluation scholars who wrote chapters for this edition of Evaluation Roots. We are gratified by their willingness to participate in this project and to produce engaging chapters that provide insight into the practical applications of evaluation theory. We also thank the editors of The Guilford Press for publishing this book and engaging with us in its production. As with each of Marvin C. Alkin’s other books, it has also been a joy working with C. Deborah Laughton. We are grateful for all her assistance and engagement that has moved this book from an idea to a reality. We are also so very grateful for the work, support, and contributions of Naomi Stephen. She has been a brilliant partner in the production of this book. Contents PART I. INTRODUCTION 1. Evaluation Roots: Theory to Practice 3 Christina A. Christie, Jennifer E. Ho, and Marvin C. Alkin 2. Evaluation Theory 6 Marvin C. Alkin 3. An Evaluation Theory Tree: A Framework for Guiding a Range 12 of Evaluation Practice Christina A. Christie and Marvin C. Alkin PART II. METHODS 4. Randomized Field Experiments: Advances in Practice 55 Robert F. Boruch and Herbert M. Turner, III 5. Multiple Paths to Evaluation Influence and Social Betterment 67 Melvin M. Mark and Gary T. Henry 6. Theory‑Driven Evaluation Approaches: Conventional and Innovative 78 Huey T. Chen vii
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