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Open Access Publications from the University of California

Scholarly Works (27 results)

  • Article
  • Peer Reviewed
UCLA Previously Published Works (2017)
This discussion comments on the approximately 20years history of writings on the prescriptive theory called Empowerment Evaluation. To do so, involves examining how "Empowerment Evaluation Theory" has been defined at various points of time (particularly 1996 and now in 2015). Defining a theory is different from judging the success of a theory. This latter topic has been addressed elsewhere by Michael Scriven, Michael Patton, and Brad Cousins. I am initially guided by the work of Robin Miller (2010) who has written on the issue of how to judge the success of a theory. In doing so, she provided potential standards for judging the adequacy of theories. My task is not judging the adequacy or success of the Empowerment Evaluation prescriptive theory in practice, but determining how well the theory is delineated. That is, to what extent do the writings qualify as a prescriptive theory.
    Cover page: When is a theory a theory? A case example
    • Article
    • Peer Reviewed
    UCLA Previously Published Works (2013)
      Cover page: In Memoriam
      • Article
      • Peer Reviewed
      UCLA Previously Published Works (2013)
        Cover page: A Tribute to Carol Weiss and Her Vision
        • Article
        • Peer Reviewed
        UCLA Previously Published Works (2017)
        The second article in this series on the history of evaluation use has three sections. The first and longest develops a functional definition of the term use, noting that a thorough definition of evaluation use includes the initial stimulus (i.e., evaluation findings or process), the user, the way people use the information, the aspect of the program considered, and the purpose. It then defines evaluation use’s unethical companion, misuse, detailing the distinction between the two. The second section briefly discusses a broadened concept of evaluation impact that expands to include evaluation influence. Finally, the third section summarizes the factors that research has shown to be related to evaluation use.
          Cover page: Definitions of Evaluation Use and Misuse, Evaluation Influence, and Factors Affecting Use
          • Article
          • Peer Reviewed
          UCLA Previously Published Works (1999)
            Cover page: Further reflections on evaluation misutilization
            • Article
            • Peer Reviewed
            UCLA Previously Published Works (2002)
            This paper describes the use of role-play in creating an experiential learning environment for graduate students enrolled in a comparative evaluation theory and/or an evaluation procedures course. Role-play exercises have been designed for each course that increase student involvement in the learning process, which promotes a deeper understanding of and engagement in course content. The specific exercises used, which are described in detail, require students to think beyond the words they read—to learn by doing in a safe environment.
              Cover page: The Use of Role-Play in Teaching Evaluation
              • Article
              • Peer Reviewed
              UCLA Previously Published Works (2003)
              Program theory plays a prominent role in many evaluations, not only in theory-driven evaluations. This paper presents a case study of the process of developing and refining a program's theory within a user-oriented evaluation. In user-oriented (or utilization-focused) evaluations, primary users can play a role in defining their own program theory. This is different, however, from the typical process by which a program theory is developed when using theory-driven evaluation framework. This case study concerns a university's academic outreach program with three local school districts. The program's objective is to increase the number of University of California eligible and specifically University of California, Los Angeles (UCLA) admissible students from targeted local public schools. The authors helped develop and refine outreach staff's program theory. The evaluation procedures are described and results of the theory building process presented.
                Cover page: The User-Oriented Evaluator’s Role in Formulating a Program Theory: Using a Theory-Driven Approach
                • Article
                • Peer Reviewed
                UCLA Previously Published Works (2008)
                When examining various evaluation prescriptive theories comparatively, we find it helpful to have a framework showing how they are related that highlights features that distinguish theoretical perspectives, thus a "theory" about theories. The evaluation theory tree that we presented in Alkin's recent book, Evaluation Roots [Eisner, E. (2004). The roots of connoisseurship and criticism: A personal journey. In M. Alkin (Ed.), Evaluation roots: Tracing theorists' views and influences. Thousand Oaks, CA: Sage; Guba, E., & Lincoln, Y., (2004). The roots of fourth generation evaluation: Theoretical and methodological origins. In M. Alkin (Ed.), Evaluation roots: Tracing theorists' views and influences. Thousand Oaks, CA: Sage; Stake, R. (2004). Stake and responsive evaluation. In M. Alkin (Ed.), Evaluation roots: Tracing theorists' views and influences. Thousand Oaks, CA: Sage; Wholey, J. S. (2004). Using evaluation to improve performance and support policy decision making. In M. Alkin (Ed.), Evaluation roots: Tracing theorists' views and influences. Thousand Oaks, CA: Sage], is such a framework. Just as theorists modify their views over time, in this paper we suggest modifications to the theory tree presented in the Roots book, including a repositioning of a few theorists, the addition of theorists, and a reconceptualization of the valuing branch. © 2008 Elsevier Ltd. All rights reserved.
                  Cover page: Evaluation theory tree re-examined
                  • Thesis
                  • Peer Reviewed
                  UCLA Electronic Theses and Dissertations (2012)

                  By examining the development of a local school reform that was meant to be teacher-driven, this multiple case study explored the limits on evaluation use in a hierarchical setting in which multiple audiences exist. This study was a comparative analysis of the actions and evaluation philosophies of two district administrators responsible for overseeing the same reform at different times. A mixed method approach was employed to analyze secondary data to answer the overarching research question of how evaluation gatekeepers facilitated the use of evaluation findings.

                  Qualitative data suggested that a myriad of factors influenced the actions taken by each of the directors, whom were identified as the main gatekeepers of evaluation information. The director administering the grant in its last two years appeared to be the most committed to the evaluation and most influential in driving use. This was supported by qualitative data on his administrative style, how he navigated the school bureaucracy, his personal beliefs of the SLC initiative, how he monitored and/or prescribed evaluation use, and the amount of time he dedicated to professional development on evaluation use. Additional factors influencing use were also identified.

                  Survey data suggested that school organizational structure influenced utilization by potential users. In general, leadership position at the school level influenced evaluation attitudes and awareness. Principals and SLC leaders were the most aware of the evaluation and its findings. While teachers expected principals to be the main users of evaluation findings, principals themselves did not necessarily hold the same expectation of themselves. Use was reported primarily as leading to direct changes to the SLC programs and, secondly, for planning purposes. There were also some minor references to the use of the evaluation findings for generating conversations/discussions.

                  The findings generated from this multiple case study provide lessons that need further in-depth exploration. The factors identified in this study as the most influential to evaluation use can be studied either individually in simulations or as a group case study. Doing so would bring greater awareness to practitioners about how to encourage evaluation use and, perhaps, greater appreciation for evaluations to stakeholders.

                    Cover page: The Impact of Gatekeepers on Evaluation Use
                    • Article
                    • Peer Reviewed
                    UCLA Previously Published Works (2016)
                      Cover page: The Historical Development of Evaluation Use
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