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Session Title: Program Theory and Theory-driven Evaluation TIG Business Meeting and Panel: The Use of Evaluation to Promote Learning: A Theory Based Perspective
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Business Meeting with Panel Session 633 to be held in Liberty Ballroom Section B on Friday, November 9, 3:35 PM to 4:20 PM
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Sponsored by the Program Theory and Theory-driven Evaluation TIG
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| TIG Leader(s):
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Katrina Bledsoe,
Planning, Research and Evaluation Services Associates Inc,
katrina.bledsoe@gmail.com
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Lea Witta,
University of Central Florida,
lwitta@pegasus.cc.ucf.edu
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| Chair(s): |
| Katrina Bledsoe,
Planning, Research and Evaluation Services Associates Inc,
katrina.bledsoe@gmail.com
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| Discussant(s):
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| Craig Thomas,
Centers for Disease Control and Prevention,
cht2@cdc.gov
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| Abstract:
Theory-based evaluations are conducted in a variety of settings ranging from formative to summative. Many evaluators engage in TBE for a variety of reasons, but when the reasons behind the use of TBE are explored at a deeper level, they point to the main outcome of providing a forum to promote learning either on the part of the programs and/or associated stakeholders. This session highlights the learning that often occurs when using the TBE approach.
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A Theory-based Evaluation Case Study: Learning
About Teaching About Learning and Teaching
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| John Gargani,
Gargani & Company Inc,
jgargani@berkeley.edu
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I present a case study that describes three consecutive evaluations of a teacher professional development program--a small quasi-experiment, a small experiment, and a large experiment. Teacher professional development programs are based on 'long-chain' theories that describe how a program's interaction with teachers is believed to impact students who are never directly served by the program. With each evaluation, the program theory evolved to reflect new ideas about teaching and learning. I describe how the program theory helped structure the evaluations, and how the evaluations helped structure for the theory. I argue that in this case, and others with complicated program theories, validating a program theory is an unrealistic goal. Nonetheless, a theory-based approach has great utility, supporting learning and providing a coherent, consistent and rational basis for the program designs.
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Theory-based Evaluation Promotes Learning About Cultures: Examples From Three Evaluations Focused on Ethnic Communities
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| Katrina Bledsoe,
Planning, Research and Evaluation Services Associates Inc,
katrina.bledsoe@gmail.com
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Cultural competency in evaluation is not only required for the evaluator, but also the evaluation approach. This paper discusses the use of a theory-based to promote cultural learning, and will discuss evaluation work with three separate ethnic communities. I will demonstrate how a theory-based approach has been helpful in articulating unique and previously unknown cultural mores to the program designers, as well as highlighting shared universals across majority and minority cultures.
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What do we Learn From Program Theory?
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| Stewart I Donaldson,
Claremont Graduate Unviersity,
stewart.donaldson@cgu.edu
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This paper focuses on understanding the usefulness of program theory to promote learning in evaluation settings. Extraction of program theory can appear to be superfluous to an evaluation, until one considers the type of learning and knowledge that such theory can provide. In this paper, I discuss why delineating program theory is a necessary aspect of the evaluative process. I also provide examples of how program theory development and exploration can lead to a greater understanding of the program, as well as the evaluative process on the part of stakeholders. This discussion will dovetail with some of my thoughts concerning the expansion of TDE to program theory theory-driven evaluation science in the 21st century.
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