"Covering both the theory and practice of evaluation in one engaging volume, this leading text is now in a revised third edition. It features additional evaluation approaches, such as the Indigenous paradigm; new examples, ranging from small to large and multi-site evaluations; and more. Instructors
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praise the diverse evaluations, many with reflective commentary from evaluators, and rich pedagogical features. The text describes the major theoretical paradigms in evaluation and the ways they inform methodological choices. Readers learn effective strategies for clarifying their own theoretical assumptions; working with stakeholders; developing questions; using quantitative, qualitative, and mixed methods designs; choosing data collection and sampling strategies; analyzing data; and communicating and utilizing findings. The book includes guidance for planning an evaluation of a specific project or program. Extensive recommended online resources and tools are provided at the companion website." (Publisher description)
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"Program evaluation has undergone significant evolution, shaped by diverse theoretical perspectives and influential scholars. This study provides a historical analysis of leading theorists’ views and their impact on the field, tracing key developments from early accountability-focused models to co
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ntemporary, context-sensitive approaches. Beginning with foundational contributions from figures such as Tyler and Scriven, the analysis explores how theorists like Stake, Patton, and Stufflebeam have expanded the scope of evaluation through responsive, utilization-focused, and CIPP. The study highlights shifts from positivist, objective-oriented models to more participatory and stakeholder-centered frameworks, reflecting broader changes in educational and social science research paradigms. By examining the intellectual tradition and methodological shifts, this study provides insights into how program evaluation has adapted to evolving societal, institutional, and policy demands. Understanding these historical influences offers valuable perspectives for future advancements in evaluation practice and theory." (Abstract)
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"This guidance note outlines what is Final Evaluation at the Adaptation Fund, when does it occur, who is involved, and how to plan and implement them in accordance with the Fund’s Evaluation Policy. The accompanying annexes provide a general checklist for planning (Annex 1), common analytical appr
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oaches (Annex 2), evaluation inception report (Annex 3) and the evaluation criteria rating scales (Annex 4)." (Page 2)
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"The evaluation principles identify the Adaptation Fund’s values, norms, and global best practice to guide evaluation practice. The Evaluation Policy introduces seven evaluation principles (see Figure 2) to reinforce the Fund’s values, niche, and the Paris Agreement to guide evaluation practice.
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This is to ensure high quality fit-for-purpose evaluation processes and products, and to support processes of effective application of practical lessons and recommendations for achieving the aspirations of the Fund. The Adaptation Fund's 7 Evaluation Principles [are]: relevance and utility; credibility and robustness; transparency; impartiality and objectivity; equitable and gender-sensitive inclusivity; comlementarity; complexity sensitive and adaptive." (Page 3)
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"In this Handbook, Reinhard Stockmann and other esteemed experts in the field provide a systematic and comprehensive exploration into the planning, process, implementation and utilisation of evaluations. Covering the process and individual steps of evaluation in detail, in chronological order and in
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terms of practical application, this Handbook identifies the characteristics and standards that distinguish a professionally and competently conducted evaluation. The first chapters define the differing concepts of monitoring and quality management before exploring the organisational implementation of evaluations and how evaluations are embedded within their social and political contexts. The Handbook then lays out which evaluation designs, quantitative and qualitative data collection, management, measurement and analysis methods can be used, and under which conditions. It concludes with a summary of the forms of reporting to ensure that evaluation results are used optimally." (Publisher description)
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"Showing how evaluation practice looks when guided by theory, the third edition of the influential "theory tree" book is significantly revised with over 80% new material, including a greater focus on equity and theories over theorists. Chapters from leading authorities describe the goals of each the
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ory; the type of evaluation for which it is appropriate (formative, summary formative, summative, adaptive); the size of the program for which it is most applicable; specific prescriptions; and observable actions that help to define the theory. Readers are given the tools to select suitable approaches for the size, contexts and stage of an evaluation and their own personal values. New to this edition: chapters on culturally responsive evaluation, indigenous evaluation, and developmental evaluation; organized around theories rather than individual theorists; increased attention to practical applications, including a chapter distilling the goals, methods, and standards of evaluations based on each theory; and a case study chapter on the role of theory in evaluation policy." (Publisher description)
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"From the founder of empowerment evaluation (EE), a framework uniquely suited to advancing social justice causes, this book explains the theories, principles, and steps of conducting EE from scratch or within a preexisting evaluation or work plan. David M. Fetterman describes how EE enables program
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planners and participants to define their mission or purpose, take stock of how well they are doing, and plan for the future to achieve self-determined goals. EEs of two large programs (Feeding America and USAID/REACH) are discussed in depth; other EE case examples address such topics as raising test scores in impoverished and rural schools and bridging the digital divide in communities of color. User-friendly features include chapters on conducting EE remotely and frequently asked questions, as well as illuminating sidebars and glossaries of acronyms and concepts/terms." (Publisher description)
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"There is a lack of instructional literature on how to conduct a feminist evaluation to highlight and transform systemic issues in gendered and intersecting power relations. Feminist Participatory Action Research (FPAR) enables a process for conducting community-driven, -led and -owned feminist eval
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uations that drive social justice actions. By undertaking a critical review of existing literature, this article presents guiding principles and practices in how to conduct a feminist evaluation using FPAR. These principles and practices provide a framework for those who are seeking an evidence base for transformative social justice action in communities, particularly those who are working with complexity in systems-change interventions with multiple stakeholders." (Abstract)
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"The guidance is intended to support people who are planning, managing or conducting evaluations, especially within national and sub-national governments, to include environmental sustainability, even when this is not a stated objective of the program or policy. Environmental sustainability includes
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consideration of climate change, biodiversity, pollution, over-exploitation of natural resources, invasive species, and deforestation. The guidance sets out ways to embed environmental sustainability in evaluation in ways that are feasible and useful. Usefulness includes direct, instrumental use, to inform specific decisions and actions. It also includes wider conceptual use - understanding the value of natural systems, and the coupling between environment and equity." (Page 4)
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"Is a given treatment, intervention, or program worth it? How can a program do more or better with less? Evaluating the costs of a program can be the missing link between a superficial evaluation and one that will get changes made and funding delivered. In accessible language and without complex for
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mulas, this book provides a roadmap for measuring program costs and outcomes and analyzing cost-effectiveness, cost-benefit, and cost-utility. Also explained are simplified ways to use economic appraisal methodologies—such as net present valuation, internal rate of return computation, and payback period determination—in a cost-inclusive evaluation. Instructive examples span a range of human services, education, and health care contexts." (Publisher description)
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"This timely and comprehensive textbook covers theoretical and practical issues related to evaluation of programs, particularly social programs and projects, with an emphasis on viewing evaluation topics through a social justice, diversity, and inclusive perspective. It provides students with an equ
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al appreciation of both the art (for example engaging stakeholders, communicating across diverse settings, recruiting participants) and science (writing questions that matter, using credible designs, data analysis) of evaluation planning, implementation, and dissemination. This textbook will help students recognize that all populations are diverse, and that high quality evaluations need to pay attention to the diversity of all populations being served." (Publisher description)
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"The aim of this paper is to provide guidance on the evaluation of complex interventions in international development. Our contribution to the literature is threefold. First, unlike other reviews on the same subject, our focus is exclusively directed to evaluations of development interventions. Seco
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nd, we identify methods that are new or little used in the evaluation literature. Third, we map methods to project types with the aim of identifying methods that are useful to the evaluation of particular projects.
We start by making a distinction between complex interventions and complex systems. While much recent research has been devoted to understanding how interventions can be implemented and understood in complex systems, our interest rests primarily with the goal of understanding and evaluating complex interventions. We therefore abstract from complexities arising from the interaction between interventions and complex systems. In our framework, complex interventions can be implemented in simple as well as in complex systems, but the latter are not the primary focus of our paper. Removing the consideration of interactions between interventions and complex systems reduces the scope of our review, but helps focus attention on a manageable number of issues and methods.
We define complex interventions as interventions characterised by multiple components, multiple stakeholders, or multiple target populations, or interventions incorporating multiple processes of behavioural change. These interventions cannot be represented by single-intervention or single-outcome models, and present several challenges to evaluation. Occasionally, or purposely, these interventions give rise to emergent outcomes such as non-linear effects, tipping points, and multiple equilibria. The presence of emergent outcomes of this type adds additional difficulties to evaluation because existing methods are ill-equipped to detect and estimate non-linear impacts of interventions." (Inroduction)
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"Unlike scientific theories, evaluation theories are prescriptive: a set of actions and approaches that should be followed when conducting an evaluation. While evaluation theorists have offered a variety of writings describing their theories and approaches, few have offered a specific outline of wha
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t the theory looks like i n practice. Thus, Alkin and Christie formulated a book to aid evaluators in how to apply theories in evaluations. This book culminates in a series of prototypes that outline each theory’s goals, appropriate contexts, prescriptions, and observable actions in application. Purpose: In order to aid evaluators in applying theories, this article seeks to provide a basis for comparison that can be used to help evaluators select which theory would be most appropriate in their practice. Setting: This comparison can be applied in any setting where evaluations fit the context prescribed by each of the theories. Findings: In order for theories to influence practice effectively, theories must be displayed in a way that allows for easy comparison. This comparison of three theory prototypes demonstrates that prototype can be an effective way for selecting a prescriptive theory when conducting an evaluation." (Summary)
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"This book presents five cases that reflect on the experiences of using practices consistent with the 'Evaluating C4D framework' [published by June Lennie and Jo Tacchi in 2013]. Case studies are important to help move from a set of ideal principles to an understanding of how the framework may be op
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erationalized within the actual realities of development institutions, organizations, and communities. The authors of each chapter focus on a few key principles from the framework and contextualize how they interpreted those principles in relation to various methods, models, and projects. As well as showing the usefulness and opportunities, they illustrate the challenges of balancing the various principles as well as real-world practical needs." (Overview of the book, page 10)
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"Zunächst werden theoretische Konzepte und Modelle sowie die empirische Forschung zum Einsatz von Evaluation und Controlling für die NGO-Kommunikation gesichtet. Dabei werden auch Konzepte für die Evaluation von Organisationen sowie für die Kommunikation von Nonprofit-Organisationen (NPO) als al
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lgemeineren Formen der Evaluation herangezogen. Anschließend werden das Wirkungsstufen-Modell der Deutschen Public Relations Gesellschaft (DPRG) und des Internationalen Controller Vereins (ICV), das Logic Model für die Evaluation von Nonprofit-Organisationen sowie das Meinungsklima-/Koorientierungsmodell (MKM) für die Messung, Bewertung und Steuerung der Kommunikation von Organisationen miteinander verknüpft und zu einem generischen Modell für die NGO-Kommunikation weiterentwickelt." (Zusammenfassung)
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"El poder atribuir los cambios a nuestra intervención es el principal desafío de los evaluadores. Conceptos como eficacia, eficiencia e impacto ocupan la atención de los evaluadores. Pero ¿este es el único enfoque para evaluar los cambios y las trasformaciones vinculadas a nuestras intervencion
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es? ¿Qué sucedería si consideramos a la intervención como el "cliente" y al donante como una parte interesada, junto a las comunidades y a otras instituciones y actores que puedan beneciarse o perjudicarse con el proyecto? ¿Qué pasaría si en lugar de medir impactos reexionamos sobre las consecuencias éticas y políticas de nuestra intervención?. ¿Y si ponemos en valor la sostenibilidad de los cambios en lugar de evaluar el cumplimiento (o justicar el incumplimiento) de las actividades previstas?" (Contratapa)
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