PARTICIPANT-ORIENTED
EVALUATION APPROACHES
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Jenna Oster
Oma ad CeDEFINITION
=Participant-Oriented Evaluation Approaches
"currently include many different models, but
their commonality is that they all use
stakeholders- people with an interest or "stake"
in the program- to assist in conducting the
evaluation." (Fitzpatrick 189)KEY CONCEPTS
Involves participants in the program, managers,
staff, and other key stakeholders (anyone
involved with planning and implementation of
the evaluation) as a key principle to good
evaluation
Involve stakeholders to teach evaluators about
program
Founded in Constructivism (humans gain
knowledge and meaning from interaction and
experience)DATA COLLECTION METHODS
=In Situ Observation
=Observing stakeholders in their interaction with
the program
=Interviews
=Talking to staff, managers and stakeholders to
learn more about the program
=Documents
=Using program documents to help with the
evaluationeS
Pre-1967 1967 Mid-1970s Present
No desire to A push to bring Observations Jean King:
include the human and identifying “overarching
human elements concerns and term that invetves,
5 Tike program staff
elements and/or issues of sctival in
and/or qualities into stakeholders decision making”
qualities within the evaluation >) were examined >|
the evaluation process: make and became Cousins and Earl:
process people/ enwound with cee ene
stakeholders a the P-PE poet
partnership
part of the evaluation Detoen Sisiuater
evaluation and stakeholders”
process 1975;
Responsive New methods of
evaluation participatory
evaluation
continue to
emergeMAJOR DEVELOPERS
= Robert Stake: One of the first advocates for participant-
orientated evaluation
« The Countenance of Educational Evaluation (1967)
* Allows for a wide range of data to be collected
* A congruence between the intention and what is observed
= This model looks for continuity between what happens and what is
intended
« Countenance Framework (1967) Intended Observed
= Countenance Matrix. ————> eongrnce
i ‘ Trtended Antecedents, <—> Observed Antecedents
» Responsive Evaluation
Provides qualitative evidence of a
eognence
programs effectiveness Intended Transactions. <——> Observed Transactions
= Includes stakeholders in the
implementation of policies and goals
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Intended Outcomes, ¢——> Observed OutcomesMAJOR DEVELOPERS
(ore aL TD)
= Egon Gruba and Yvonna Lincoln
* Naturalistic Inquiry (4985)
® Collects qualitative data to interpret and understand unique situations where there is a level of
uncertainty
® Reliability and Vall
ty: “Trustwort
Credibility Transferable Dependable Conformability
* Naturalistic Evaluation
= Responsive Evaluation + Naturalistic Methodologies = Naturalistic Evaluation
* Evaluators participate in the evaluation and try to uncover the needs of the all members
» Three phases
1. Familiarizing Phase
2. Action Phase
3. Synthesis Phase
* Fourth-Generation Evaluation (1989)
= Uses constructionist paradigm to gather, analyze, and organize evaluative material based on
the needs of stakeholders
= Never-ending processAPPROACHES
Participatory evaluation: “An overarching term for any
evaluation approach that involves program staff or participants
actively in decision making and other activities related to
planning and implementation of evaluation studies.” (p. 199)
Two main types of participatory evaluation:
i a he, ee
Practical Participant Evaluation Transformative Participant
is used for practical reasons, Evaluation means just that, to
limiting the evaluation to a transform and empower the
particular organization. stakeholders (social change).CATEGORIES OF PARTICIPATORY
APPROACHES
=There are 3 dimensions in which participatory
approaches differ, according to Cousins,
Donohue, and Bloom (Fitzpatrick 200):
=1) Control over the evaluation or technical decision-
making process
=2) Stakeholder selection
=3) Depth of ParticipationAPPROACHES
(CONTINUED)
Di ee Geieae DD
Practical Participatory Evaluation
(P-PE)
Transformative Participatory
Evaluation (T-PE)
Empowerment Evaluation
Democratically Oriented
Evaluation
+ Explicit focus on evaluation
decisions
+ Evaluators work closely with
primary stakeholders
+ Stakeholder control
+ Many stakeholders
+ Emphasis on program
participants
+ Much involvement
* Stakeholder control
+ Much involvement
* Evaluator control
+ Many stakeholders
Limited involvement
Formative decisions
Participants are oppressed
Social justice is a concern
Participant empowerment is
the goal
Need for empowerment to build
staff
Need for building internal
Self-monitoring and program
improvement
Need for a dialogue among
stakeholdersSTRENGTHS OF PARTICIPANT-ORIENTED
EVALUATION APPROACHES
= When stakeholders are involved in evaluations, they...
=... provide data sources, distribute surveys, and set up focus groups
*... are familiar with program context and environment
... establish validity of the study because they possess/incorporate
knowledge to inform decisions
"... Can communicate program situation/details to facilitate
evaluator’s understanding
= Including stakeholders in evaluations...
=... gains their trust in the evaluator and the evaluation process
leads to better chances of stakeholder use/adoption
=... improves stakeholders’ understanding of program/organizationLIMITATIONS OF PARTICIPANT-ORIENTED
EVALUATION APPROACHES
= Competence/feasibility
« Is the evaluator truly capable of acting as facilitator, coordinator, and
consultant during the evaluation process?
« Are stakeholders able to perform tasks required of them?
= Credibility
» Because stakeholders are deeply invested in the program, will they
act to change the program based on the evaluation results?
= Political
= Due to involvement of people (primary stakeholders, managers, staff)
= Time-consuming and expensiveAAA
= Evaluators include stakeholders in evaluation planning and
implementation
= Stake and Gruba and Lincoln responded in the 1970s and
1980s to established methods of evaluation
Wanted approaches offering consideration of program stakeholders
= Two main branches of participant-oriented approaches
Practical participatory evaluation (P-PE): encourage
involvement/ownership, thus increasing use of results by
stakeholders
Transformative participatory evaluation (T-PE): empower stakeholders
by direct involvement in evaluation process
= Three primary dimensions of participatory approaches
Evaluator or stakeholders possess control
Individual stakeholder selection
Extent of stakeholder involvementaaa
(ore Ba TD)
= Practical participatory (P-PE) approaches often rely on
= Stakeholder involvement
* Practical participatory evaluation
= Developmental evaluation
= Transformative approaches often rely on
«= Empowerment evaluation
= Deliberative democratic evaluation
= Many definitions for participative evaluation exist
= All involve stakeholders, but no additional details are standard