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Evaluation in Today’s World
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Evaluation in Today’s World
Respecting Diversity, Improving Quality, and Promoting Usability

First Edition


September 2020 | 584 pages | SAGE Publications, Inc

Evaluation in Today’s World: Respecting Diversity, Improving Quality, and Promoting Usability is a timely and comprehensive textbook that guides students, practitioners, and users of evaluations in understanding evaluation purposes, theories, methodologies, and challenges within today’s sociocultural and political context. Veronica G. Thomas and Patricia B. Campbell include discussions of evaluation history, frameworks, models, types, planning, and methods, through a social justice, diversity, and inclusive lens. The authors focus on ethics in diverse cultural contexts, help readers understand how social problems and programs get politicized and, sometimes, framed through a racialized lens, show how to engage stakeholders in the evaluation process, and communicate results in culturally appropriate ways.



 
Preface
 
About the Authors
 
Acknowledgments
 
Chapter 1 Evaluations of Future: Inclusive, Equity-Focused, Useful, and Used
Introduction

 
An Overview of the Book

 
An Overview of Evaluation

 
Race, Racism, Social Justice, and a Racialized Perspective

 
Objectivity and Bias

 
Culture, Cultural Competence, and Cultural Responsiveness

 
The Impact of Politics

 
The Current Climate

 
 
Chapter 2 Evaluation Ethics and Quality Standards
Introduction

 
A Brief Historical Perspective on Research Ethics

 
Ethics in Evaluation

 
Cultural Competence as an Ethical Imperative

 
Ethical Sensitivity and Dilemmas

 
Ethical Challenges and Dilemmas Across the Evaluation Process

 
Ethical Principles and Standards for Evaluators and Evaluations

 
Evaluation Corruptibility and Fallacies

 
Evaluator Role, Power, Politics, and Ethics

 
Interplay of Politics and Ethics

 
 
Chapter 3 Historical Evolution of Program Evaluation Through a Social Justice Lens
Introduction

 
History of Evaluation Through a Social Justice Lens

 
Evaluation Prior to Modern Times of the 20th Century

 
Overview of Evaluation in the 20th Century

 
Hidden Figures and Histories in Early-20th-Century Evaluation

 
Evaluation in 1960–2000

 
Rethinking the Role of Evaluation

 
Influential Women in Evaluation: 1970s–1990s

 
Influential 20th-Century Evaluator: An Activity

 
21st-Century Evaluation: Expanding the Focus

 
 
Chapter 4 Evaluation Paradigms, Theories, and Models
Introduction

 
The Value of Scientific Paradigms and Theories in Evaluation

 
Social Science Paradigms and Theories

 
Program Theory of Change

 
Evaluation Theories, Models, and Approaches

 
Distinguishing Evaluation Theories, Models, and Approaches

 
Classifying Evaluation Approaches and Theories

 
Evaluation Theories Within a Cultural Context

 
Evaluation Approaches and Theories: A Summary Description of Selected Examples

 
 
Chapter 5 Social Justice and Evaluation: Theories, Challenges, Frameworks, and Paradigms
Introduction

 
Social Justice

 
Marginalized Groups

 
Theories Providing Context for Social Justice Evaluations

 
Race, Racism, and Evaluation

 
Challenges to Social Justice and Evaluation

 
Efforts to Reduce the Impact of Racism on Evaluation

 
Evaluation Models and Social Justice

 
Social Justice–Oriented Evaluation Frameworks and Paradigms

 
 
Chapter 6 Evaluation Types With a Cultural and Racial Equity Lens
Introduction

 
Classifying Evaluations

 
Different Types of Evaluations

 
Developmental Evaluations: Another Alternative to Formative–Summative

 
Putting It All Together

 
 
Chapter 7 Social Programming, Social Justice, and Evaluation
Introduction

 
Understanding Social Problems and Social Programs Through a Social Justice Lens

 
Structural Racism, Social Programming, and Evaluation

 
Integrating Program Planning and Evaluation Planning

 
Social Program Evaluations vs. Social Project Evaluations: Distinctions and Implications

 
Key Program/Project Components Every Evaluator Must Understand

 
Logic Models: Linking Program Components

 
Logic Models and Evaluation Planning

 
Beyond Traditional Linear Logic Models

 
 
Chapter 8 Responsive Stakeholder Engagement and Democratization of the Evaluation Process
Introduction

 
Who Are Stakeholders?

 
Valuing Stakeholders and Diverse Stakeholder Engagement

 
Identifying and Classifying the Right Stakeholders

 
Democratizing the Evaluation Process With Stakeholders

 
Relationships, Values, and Stakeholder Engagement

 
Responsive Stakeholder Engagement

 
Continuum of Stakeholder Engagement: From Nonresponsive to Responsive

 
Barriers to Responsive Stakeholder Engagement

 
Benefits of Responsive Stakeholder Engagement

 
Six-Step Process for Responsive Stakeholder Engagement

 
Communicating With Stakeholders

 
 
Chapter 9 Planning the Evaluation
Introduction

 
Dealing With Power Imbalances During Evaluation Planning

 
Planning for Culturally Responsive and Social Justice–Oriented Evaluations

 
Evaluation Planning Activities

 
Identifying and Involving Stakeholders in Evaluation Planning

 
Analysis of the Context

 
Identifying and Clarifying Project Goals

 
Identifying the Purpose(s) of the Evaluation

 
Defining Success in Evaluation Planning

 
Developing Timelines

 
Identifying Resource Needs

 
Assembling an Evaluation Team

 
Evaluation Planning and Management Visualization Tools

 
Developing a Written Evaluation Plan

 
Overcoming Pitfalls in Evaluation Planning

 
 
Chapter 10 Evaluation Questions That Matter
Introduction

 
Why Evaluation Questions That Matter?

 
Power and Privilege Issues in Formulating Evaluation Questions

 
Characteristics of Good Evaluation Questions: An Overview

 
Sources of Evaluation Questions

 
Prioritizing Evaluation Questions for Diverse Audiences

 
Inclusion/Exclusion Criteria for Prioritizing Evaluation Questions: Two Approaches

 
Steps to Identifying, Formulating, and Prioritizing Questions That Matter

 
Types of Evaluation Questions

 
Summary of Different Types of Evaluation Questions

 
 
Chapter 11 Selecting Appropriate Evaluation Designs
Introduction

 
Rigor

 
Control and Comparison Groups

 
Longitudinal Data

 
Evaluation Designs

 
Rival Hypotheses and Threats to Validity

 
The Best Design for the Question

 
 
Chapter 12 Defining, Collecting, and Managing Data
Introduction

 
Qualitative and Quantitative Data

 
Strengths and Weaknesses of Qualitative and Quantitative Data

 
Ensuring Data Quality

 
Protection of Human Participants

 
Using Existing Measures or Developing New Ones

 
Modes of Data Collection

 
Data Management

 
 
Chapter 13 The Best Analysis for the Data
Introduction

 
Deductive and Inductive Reasoning

 
Quantitative Analysis

 
Qualitative Analysis

 
 
Chapter 14 Reporting, Disseminating, and Utilizing Evaluation Results
Introduction

 
Reporting Results

 
Developing High-Quality, Accessible Reports and Presentations

 
Visually Representing Data

 
Dissemination

 
Using Evaluation Results

 
 
Chapter 15 Evaluation as a Business
Introduction

 
Perspectives on Doing Evaluation as a Business

 
Ethics

 
Business Knowledge and Skills

 
Contracts

 
Making a Business Financially Viable

 
Selecting a Business Entity

 
Developing a Business Plan

 
 
Chapter 16 Interconnections and Practical Implications
Introduction

 
Objectivity and Bias

 
Building Cultural Competence

 
Personalizing a Social Justice Perspective

 
Reflective Practice and Evaluative Thinking

 
Applying to Practice

 
Social Justice Evaluation

 
Politics and Evaluation

 
Voices From the Field: Advice for New Evaluators

 
A Final Thought

 
Supplemental Resources

 
 
Appendix A
 
Appendix B
 
Glossary
 
References

Supplements

Instructor Resource Site
edge.sagepub.com/thomasandcampbell1e

SAGE Edge for instructors supports your teaching by making it easy to integrate quality content and create a rich learning environment for students with:
  • Editable, chapter-specific PowerPoint® slides that offer complete flexibility for creating a multimedia presentation for your course.
  • A test bank of essay questions that assess students’ understanding and application of the concepts can be given as homework or exams. Suggested answers are included to facilitate grading.

“Very rarely are issues related to race, class and power discussed so eloquently and effectively within an evaluation text.”

John Ridings
The Institute for Clinical Social Work

“Thomas and Campbell have taken topics that are often only alluded to in program evaluation texts, and brought them to the forefront, highlighting the importance of understanding the diversity of society when developing effective evaluations.”

Marcus-Antonio Galeste
Arizona State University

Evaluation in Today’s World is a much needed, useful and relevant text, which bridges the evaluation process and methods with our cultural, historical and political climate. It integrates diverse activities, methods and applications that will help prepare students to become successful future practitioners and evaluators.”

Karen Tinsley
Guilford College

Evaluation in Today’s World covers the salient features of research and evaluation in clear language and includes the often overlooked impact of cultural awareness and understanding throughout the research process. In an increasingly multicultural and complex society, the authors have created a resource to help budding researchers evaluate their goals, needs, and biases as they enter this fascinating field.”

Brenda S. Gerhardt
University of Dayton

“This is the most comprehensive text on evaluation that I have seen. The section on ethics challenges students to reflect on their own beliefs and values, and how those might cause bias in evaluation.”

Sandra Handwerk
Albany State University

“This text provides a strong voice to support the inclusion of social justice issues in evaluation planning, implementation, analysis, and reporting.”

Debra J. Dirksen
Western New Mexico University
Key features
KEY FEATURES:
  • “Voices in the Field” introduce readers to timely, thought-provoking commentaries, and critical assessments or alternative perspectives from scholars and practitioners about relevant issues in evaluation.
  • Reflect and Discuss features present readers with key issues or questions to encourage critical thinking and group discussion.  
  • Case Studies introduce real or hypothetical cases applying a particular theoretical, methodological, or practice issue in evaluation.
  • Task-based activities require readers to do something, either individually or in small groups, involving the application of evaluation-related knowledge or issues covered throughout the book.
  • Pedagogical features such as learning objectives, a glossary of key terms, supplementary resource links, and appendices of checklists and other tools for evaluators reinforce the material.

For instructors

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