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What Can Publishing Patterns Tell us About Evaluation Theorists? A Bibliometric Analysis Based on Alkin and Christie's Evaluation Theory Tree
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| Presenter(s):
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| Anne Heberger,
Claremont Graduate University,
aheberger@nas.edu
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| Abstract:
In 2004 Alkin and Christie proposed a new categorization of evaluation theorists in the form of an evaluation theory tree with three main branches: use, methods, and valuing. Theorists were placed on a branch based on the main focus of their work and their perceived relationship to others on the same branch. Using bibliometrics, the study of patterns that arise in publications and use of documents, this paper uses the references theorists cite in their scholarly writing as data source. Data for this paper are the peer-reviewed articles written by the theory tree theorists that have been indexed in the academic database Web of Science. The analyses will include 1) a description of the bodies of knowledge these theorists draw upon in their writing and 2) an examination of the interrelationships between theorists on the same branch and across branches. Multidimensional scaling maps will visually illustrate the results.
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Evaluation Approaches in Practice: A Glimpse at the Past Five Years
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| Presenter(s):
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| Susan Hibbard,
University of South Florida,
hibbard@coedu.usf.edu
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| John Ferron,
University of South Florida,
ferron@tempest.coedu.usf.edu
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| Abstract:
The lack of empirical research on evaluation has created a demand for research to be conducted on all aspects of evaluation. This paper focuses on evaluation approaches reported in a sample of the literature from 2003-2007. Articles investigated were published in four peer-reviewed journals: American Journal of Evaluation, Educational Evaluation and Policy Analysis, Evaluation, and Evaluation and Program Planning. Initially articles were coded according to Fitzpatrick, Sanders, & Worthen’s (2004) five evaluation approaches (objectives-oriented, management-oriented, consumer-oriented, expertise-oriented, and participant-oriented). Articles were investigated further for statements of explanation or validation for using the approach identified. Among other elements, the purpose of the evaluation and distinguishing characteristics were also explored. Studying evaluation approaches is imperative for the professionalizing of program evaluation (Stufflebeam & Shinkfield, 2007). The results of this study will reveal some of the approaches evaluators are using in practice.
References
Fitzpatrick, J. L., Sanders, J. R., & Worthen B. R. (2004). Program evaluation: Alternative approaches and practical guidelines. Needham Heights, MA: Allyn and Bacon.
Stufflebeam, D. L., Shinkfield, A. J., (2007). Evaluation theory, models, and applications. San Francisco, CA: John Wiley & Sons, Inc.
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Bridging the Gap Between Theory and Practice: A Review of Literature on Practice as a Reflection of Evaluation Theory Utilization
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| Presenter(s):
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| Dreolin Fleischer,
Claremont Graduate University,
dreolin.fleischer@cgu.edu
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| Jessica Veffer,
Claremont Graduate University,
jessica.veffer@cgu.edu
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| Abstract:
A sample of one hundred and twenty articles published during a three-year span (2004-2006) were reviewed from eight North American peer reviewed evaluation-focused journals. Each article was selected for inclusion in our analysis if an evaluation study was described and results reported. The purpose of this review was to identify common components of evaluation practice across a large set of peer-reviewed studies. These data allow us to examine what practitioners are doing within the field, and to comment on the state of academic evaluation literature as it relates to practice. The results from this review provide empirical support for the commonly held belief that many evaluation theories are largely infeasible in practice, and are therefore under-utilized. Our presentation will delve into the results, as well as the implications for bridging the gap between theory and practice.
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