Explores the many conceptual choices an evaluator needs to make - from attention to stakeholders, to weighing ethical risks, to writing a useful report - when doing an evaluation. This book presents evaluation as a series of choices for the reader.
Explores the many conceptual choices an evaluator needs to make - from attention to stakeholders, to weighing ethical risks, to writing a useful report - when doing an evaluation. This book presents evaluation as a series of choices for the reader.
Professor Stake received his B.A. in Mathematics with a minor in naval science and Spanish from the University of Nebraska in 1950. He graduated with an M.A. in educational psychology in 1954 from this university. In 1958, he received his Ph.D. in psychology from Princeton University. From 1955 to 1958, he was a Psychometric Fellow at the Educational Testing Service. Then, an Associate Professor and Faculty Research Coordinator of the College of Education at the University of Nebraska at Lincoln. In 1963, he arrived at the University of Illinois at Urbana-Champaign where he assisted Thomas Hastings, Lee Cronbach, and Jack Easley in the creation of the new evaluation center, CIRCE, and in developing a program of research on program evaluation. He also became the Associate Director of the Statewide High School Testing Program. In 1975, he became director of CIRCE. He has been active in the program evaluation profession and has promoted an approach to evaluation methods called "responsive evaluation." He took up a qualitative perspective, particularly case study methods, in order to represent the personal experience and complexity of evaluation study. He received the Lazerfeld Award from the American Evaluation Association and an honorary doctorate from the University of Uppsala.
Inhaltsangabe
First Words 1. Criterial and Interpretive Evaluation The Ubiquitous Search For Quality Standards Criterial and Episodic Thinking Roles and Styles of Evaluation Formative and Summative Evaluation The Evaluand The Evaluator 2. Roles, Models, and Dispositions Models Dispositions Roles 3. Standards-Based Evaluation Standards-Based Bias Factors Criteria and Standards for Comparisons Needs Assessment Goals Costs Representations of Performance What Goes Wrong 4. Responsive Evaluation Issues as Conceptual Structure Observations and Judgments Perceptions Combining Responsive and Standards-Based Evaluation Experience as Knowledge Organizing and Reporting Procedures What Goes Wrong 5. Data Gathering Choosing Data Sources Instrumentation Recipient Responses Staff and Management Responses Stakeholder and Public Responses Data Coding and Records Processing Surveys Observation Schedules Interviewing Histories and Artifacts 6. Analysis, Synthesis, and Meta-evaluation Analysis Synthesis Experiential and Probative Inferences Meta-evaluation An Ethic of Continuous Self-Challenge 7.Clients, Stakeholders, Beneficiaries and Readers Participatory Evaluation Stakeholding Utilization Democratic Evaluation Negotiation of a Contract Writing Reports Styles of Reporting Representations of the Evaluand Names and Labels Cutting Edge Offering Recommendations 8. Issues Needing Interpretation Complexity Program Standardization Program Fairness Staff Development 9. Evidence-Based Evaluation Is Evaluation Science? Petite and Grand Generalizations Policy Evaluation Bias Skepticism as a Commitment 10. Doing It Right Quality Work Is Ethical Work Personal Standards Professional Standards Human Subjects Protection Confidentiality and Anonymity The Business of Evaluation Personnel Evaluation Product Evaluation Political and Cultural Contexts Last Words References Bibliography Index About the Author
First Words 1. Criterial and Interpretive Evaluation The Ubiquitous Search For Quality Standards Criterial and Episodic Thinking Roles and Styles of Evaluation Formative and Summative Evaluation The Evaluand The Evaluator 2. Roles, Models, and Dispositions Models Dispositions Roles 3. Standards-Based Evaluation Standards-Based Bias Factors Criteria and Standards for Comparisons Needs Assessment Goals Costs Representations of Performance What Goes Wrong 4. Responsive Evaluation Issues as Conceptual Structure Observations and Judgments Perceptions Combining Responsive and Standards-Based Evaluation Experience as Knowledge Organizing and Reporting Procedures What Goes Wrong 5. Data Gathering Choosing Data Sources Instrumentation Recipient Responses Staff and Management Responses Stakeholder and Public Responses Data Coding and Records Processing Surveys Observation Schedules Interviewing Histories and Artifacts 6. Analysis, Synthesis, and Meta-evaluation Analysis Synthesis Experiential and Probative Inferences Meta-evaluation An Ethic of Continuous Self-Challenge 7.Clients, Stakeholders, Beneficiaries and Readers Participatory Evaluation Stakeholding Utilization Democratic Evaluation Negotiation of a Contract Writing Reports Styles of Reporting Representations of the Evaluand Names and Labels Cutting Edge Offering Recommendations 8. Issues Needing Interpretation Complexity Program Standardization Program Fairness Staff Development 9. Evidence-Based Evaluation Is Evaluation Science? Petite and Grand Generalizations Policy Evaluation Bias Skepticism as a Commitment 10. Doing It Right Quality Work Is Ethical Work Personal Standards Professional Standards Human Subjects Protection Confidentiality and Anonymity The Business of Evaluation Personnel Evaluation Product Evaluation Political and Cultural Contexts Last Words References Bibliography Index About the Author
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