Proposes a multifaceted approach to making evaluation a part of organizational culture. The approach includes using allies, examples, models, research, process guides, and trainers/developers. (SLD)

Discusses teaching and training about evaluation with metaphors. Helping those who study evaluation perceive analogies and metaphors related to evaluation helps them understand truths about the rich diversity of evaluation. (SLD)

Discusses four reasons why progress in evaluation in private foundations has been so slow and intermittent. These include: (1) inflated claims for the power of evaluation as a guide; (2) foundations' distance from the consequences of their actions; (3) sensitivity to hostile criticism and the difficulties of learning from legitimate criticism; and…

Comments on two articles related to ethical challenges in evaluation and a series of articles on the subject published in the "American Journal of Evaluation" between 1998 and 2001. Considers the problems of ethical challenges in the context of principles and standards for evaluation developed by professional associations. (SLD)

Use of statistical measures in public policy analysis must be examined both from the perspective of statistical appropriateness and for policy bias. The need for twofold analysis is illustrated by an examination of two measures used for evaluation of school desegregation. (Author/JOW)

Kirkpatrick reviews his 1959 article presenting his four-level model of evaluation. He suggests that training professionals should evaluate their programs and understanding those four levels is a good start. The text of the original article is included. (JOW)

A technique developed to monitor the quality of manufactured products, statistical process control (SPC), incorporates several features that may prove attractive to evaluators. This paper reviews the history of SPC, suggests how the approach can enrich program evaluation, and illustrates its use in a hospital-based example. (SLD)

Provides a critical review of studies that evaluate support groups for informal caregivers. Describes types of support groups evaluated, types of evaluative research, principal results, and limitations of the evaluations. Proposes avenues for further research. (JOW)

Notes that, very early in program planning, budgets are estimated for major program components, including evaluation. Proposes heuristic for establishing reasonable evaluation estimates in initial planning. Describes logical sources of information from which to construct such a heuristic. Recommends that, for typical programs and projects, initial…

Methods of preparing for and conducting an adult education program evaluation are discussed: using standards and quality indicators, involving stakeholders, collecting program information, conducting a self-evaluation, and participating in the exit interview. (SK)

Describes the Logic Model process, a tool used by program evaluators to tell the performance story of their program. The model describes the logical linkages among program resources, activities, outputs, customers reached, and short, intermediate, and longer-term outcomes. (SLD)

Presents a framework for judging evaluations on the basis of their potential for democratic deliberation that includes the interrelated requirements of inclusion, dialogue, and deliberation. Operationalizes these requirements in 10 questions to guide evaluation and meta-evaluation from a democratic viewpoint. (SLD)

Reflects on an evaluation that aspired to be inclusive but generally failed to provide a backdrop for a discussion of inclusive evaluation. Identifies issues of absence of significant stakeholders, making of values by method, and the limited authority of the evaluation. Shows how easily deliberative intentions are distorted. (SLD)

Analyzes the complexities surrounding the concept of dialogue in evaluation through a critical examination of current theory and practices. Uses a descriptive typology based on genre, process, goal, evaluator identity, orientation, and epistemology to analyze two vignettes of dialogue in evaluation. (Author/SLD)

Challenges the assumption that evaluation should aim for fostering deliberative democracy. A modest effort by an evaluator to contribute to deliberative democracy is defensible, but vigorous political advocacy violates social expectation. (Author/SLD)