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Standards-Based and Responsive Evaluation

Standards-Based and Responsive Evaluation

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October 2003 | 368 pages | SAGE Publications, Inc
Written by a master writer and evaluator, this text explores the many conceptual choices an evaluator needs to make--from attention to stakeholders, to weighing ethical risks, to writing a useful report--when doing an evaluation. The book begins with the main strategic choices an evaluator needs to make between approaches: quantitatively,by explicating criteria, needs, standards, and performances, or, qualitatively, by studying the activity, aspirations, problems, and accomplishments of the participants and critical observers. Throughout the book, the author presents evaluation as a series of choices for the reader. He leads audiences to consider whether they would prefer to remain independent as evaluators or to join with a staff and/or stakeholders connected to the program; to aid in development formatively or to assess the whole program summatively; to invest minimally or largely in trying out and validating data gathering procedures; and how much to support professional associations, their standards, and ethics. After reading the book, students will have a better appreciation of evaluation as a process that needs to be custom-fit to the situation.
First Words
1. Criterial and Interpretive Evaluation
The Ubiquitous Search For Quality  
Criterial and Episodic Thinking  
Roles and Styles of Evaluation  
Formative and Summative Evaluation  
The Evaluand  
The Evaluator  
2. Roles, Models, and Dispositions
3. Standards-Based Evaluation
Criteria and Standards for Comparisons  
Needs Assessment  
Representations of Performance  
What Goes Wrong  
4. Responsive Evaluation
Issues as Conceptual Structure  
Observations and Judgments  
Combining Responsive and Standards-Based Evaluation  
Experience as Knowledge  
Organizing and Reporting  
What Goes Wrong  
5. Data Gathering
Choosing Data Sources  
Recipient Responses  
Staff and Management Responses  
Stakeholder and Public Responses  
Data Coding and Records Processing  
Observation Schedules  
Histories and Artifacts  
6. Analysis, Synthesis, and Meta-evaluation
Experiential and Probative Inferences  
An Ethic of Continuous Self-Challenge  
7.Clients, Stakeholders, Beneficiaries and Readers
Participatory Evaluation  
Democratic Evaluation  
Negotiation of a Contract  
Writing Reports  
Styles of Reporting  
Representations of the Evaluand  
Names and Labels  
Cutting Edge  
Offering Recommendations  
8. Issues Needing Interpretation
Program Standardization  
Program Fairness
Staff Development  
9. Evidence-Based Evaluation
Is Evaluation Science?  
Petite and Grand Generalizations  
Policy Evaluation  
Skepticism as a Commitment  
10. Doing It Right
Quality Work Is Ethical Work  
Personal Standards  
Professional Standards  
Human Subjects Protection  
Confidentiality and Anonymity  
The Business of Evaluation  
Personnel Evaluation  
Product Evaluation  
Political and Cultural Contexts  
Last Words
About the Author

We can be grateful that Dr. Stake decided to cap his distinguished career by sharing his ideas in writing. This is a book that evaluators will want to have in their personal library. It tells us a lot about our field, highlights contrasting ways of evaluating without pitting one against the other, and manages to remind us why many of us chose this line of work in the first place.


Offers a critical and participatory perspective on Program Evaluation

Professor Roderick J Watts
Psychology Program, City Univ Of New York Grad Ctr
August 19, 2015

I think my students will love this book because it is very pratical and adresses all the essential aspects of conducting an evaluation. This counts for the web appendix as well

Professor Frans Janssens
Faculty of Behavioural Sciences, Twente University
September 20, 2010

Sample Materials & Chapters

Stake Appendix

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Robert E. Stake

Professor Stake received his B.A. in Mathematics with a minor in naval science and Spanish from the University of Nebraska in 1950. He graduated with an M.A. in educational psychology in 1954 from this university. In 1958, he received his Ph.D. in psychology from Princeton University. From 1955 to 1958, he was a Psychometric Fellow at the Educational Testing Service. Then, an Associate Professor and Faculty Research Coordinator of the College of Education at the University of Nebraska at Lincoln. In 1963, he arrived at the University of Illinois at Urbana-Champaign where he assisted Thomas Hastings, Lee Cronbach, and Jack Easley in the... More About Author

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ISBN: 9780761926658
ISBN: 9780761926641

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