The authors discuss the use of multiple evaluation approaches in conducting program evaluations. Specifically, they illustrate four evaluation approaches (theory-driven, consumer-based, empowerment, and inclusive evaluation) and briefly discuss a fifth (use-focused evaluation) as a side effect of the use of the others. The authors also address the usefulness of a multimethod research design with these approaches, especially in developing responsive evaluations (to both communities and organizations). Finally, the authors address some of the benefits and challenges of working with the four different evaluative approaches in a community program, and they discuss the value of using multiple approaches in the evaluation field.
Chavis, D. (2004). Looking the enemy in the eye: Gazing into the mirror of evaluation practice. The Evaluation Exchange, 9, 8-9.
2.
Chen, H.-T. (1990). Theory-driven evaluation. Newbury Park, CA: Sage.
3.
Chen, H.-T., & Rossi, P. (1987). The theory-driven approach to validity. Evaluation and Program Planning, 10(1), 95-103.
4.
Christie, C. A. (2003). What guides evaluation? A study of how evaluation practice maps onto evaluation theory. In C. A. Christie (Ed.), New directions for evaluation: The practice-theory relationship in evaluation (Vol. 97, pp. 7-36). San Francisco: Jossey-Bass.
5.
Christie, C. A., & Alkin, M. C. (2003). The user-oriented evaluator’s role in formulating a program theory: Using a theory-driven approach. American Journal of Evaluation, 24, 373-386.
Cook, T. D. (1985). Post-positivist critical multiplism. In R. L. Shotland & M. M. Mark (Eds.), Social science and social policy (pp. 21-62). Beverly Hills, CA: Sage.
8.
Davidson, E. J. (2000). Ascertaining causality in theory-based evaluation. In P. J. Rogers, A. J. Petrosino, T. A. Huebner, & T. Hacsi (Eds.), New directions for evaluation: Challenges and opportunities for program theory evaluation (Vol. 87, pp. 17-26). San Francisco: Jossey-Bass.
9.
Davidson, E. J. (2003). Linking organizational learning to the bottom line: Methodological issues, challenges, and suggestions. The Psychologist-Manager Journal, 6, 54-67.
10.
DeBruin-Parecki, A. (1999). Assessing adult/child storybook reading practices (CIERA Report No. 2-004). Ann Arbor: University of Michigan, School of Education, Center for the Improvement of Early Reading Achievement.
11.
Donaldson, S. I. (2001). Mediator and moderator analysis in program development. In S. Sussman (Ed.), Handbook of program development for health behavior research (pp. 470-496). Newbury Park, CA: Sage.
12.
Donaldson, S. I., & Gooler, L. E. (2002). Theory-driven evaluation of the Work and Health Initiative: A focus on winning new jobs. American Journal of Evaluation, 23, 341-346.
13.
Family and Children Early Education Services. (1997a). Head Start family and child experiences survey: Parent interview. Washington, DC: Head Start Program.
14.
Family and Children Early Education Services. (1997b). Head Start family and child experiences survey: Staff interview. Washington, DC: Head Start Program.
15.
Fetterman, D. M. (1996). Empowerment evaluation: An introduction to theory and practice. In D. M. Fetterman, S. J. Kaftarian, & A. Wandersman (Eds.), Empowerment evaluation: Knowledge and tools for self-assessment and accountability (pp. 3-49). Thousand Oaks, CA: Sage.
16.
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation: Alternative approaches and practical guidelines (3rd ed.). Reading, MA: Addison-Wesley.
17.
Gadsden, V. L., Brooks, W., & Jackson, J. K. (1999). Promoting literacy and the concept of possibility. In H. J. Walberg & J. Herbert (Eds.), Promoting positive outcomes (pp. 253-295). Washington, DC: Child Welfare League of America, Inc.
18.
Gargani, J. (2003, November). The history of theory-based evaluations 1909-2003. Paper presented at the annual conference of the American Evaluation Association, Reno, NV.
19.
Goodman, G. D. (2002). The internal world and attachment. Hillsdale, NJ: Analytic Press.
20.
Lipsey, M. W. (1990). Design sensitivity. Thousand Oakes, CA: Sage.
21.
Mertens, D. L. (2003). The inclusive view of evaluation: Visions for the new millennium. In S. I. Donaldson & M. Scriven (Eds.), Evaluating social programs and problems: Visions for the new millennium (pp. 91-108). Mahwah, NJ: Lawrence Erlbaum.
22.
Michalski, J. H., Mishna, F., Worthington, C., & Cummings, R. (2003). A multi-method impact evaluation of a therapeutic summer camp program. Child and Adolescent Social Work Journal, 20, 53-76.
23.
Morisset, C. E. (1997). “You know, I think my boy’s gonna be a reader!” Supporting school readiness through community-based intervention (Report No. 37). Washington, DC: Office of Educational Research and Improvement.
24.
Myers, D. G. (2002). Psychology (6th ed.). New York: Worth.
25.
Nistler, R. J., & Maiers, A., (2000). Stopping the silence: Hearing parents’ voices in an urban first-grade family literacy program. The Reading Teacher, 53, 670-680.
26.
Patton, M. Q. (1997). Utilization-focused evaluation: The new century text. Thousand Oaks, CA: Sage.
27.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
28.
Sarafino, E. P. (2002). Health psychology: Biopsychosocial interactions (4th ed.). New York: John Wiley.
29.
Scriven, M. (1991). Evaluation thesaurus. Thousand Oaks, CA: Sage.
30.
Scriven, M. (1997). Minimalist theory: The least theory that practice requires. American Journal of Evaluation, 19, 575-604.
31.
SenGupta, S. (2004). On methodology: Rip Van Evaluation and the great paradigm war. The Evaluation Exchange, 9, 3-4.
32.
Shaw, K. M., & Replogle, E. (1996). Challenges in evaluating school linked services: Toward a more comprehensive evaluation framework. Evaluation Review, 20, 424-469.
33.
Stufflebeam, D. (2001). Evaluation models [Entire issue]. New Directions for Evaluation, 89.
34.
Towns, D. P., Cole-Henderson, B., & Serpell, Z. (2001). The journey to urban school success: Going the extra mile. Journal of Negro Education, 70, 4-18.
35.
U.S. Census Bureau. (2000). Trenton city, New Jersey statistics and demographics. Retrieved from http://trentonnj.areaconnect.com/statistics.htm
36.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
37.
Weiss, C. H. (1997). How can theory-based evaluation make greater headway?Evaluation Review, 21, 501-524.
