Evaluation: A Systematic Approach by Peter H. (Henry) Rossi

By Peter H. (Henry) Rossi

The ebook that has been a benchmark in assessment has been extra enhanced and up-to-date. depended on by means of over 90,000 readers because the textual content on tips on how to layout, enforce and appraise the software of social programmes, the 6th version of evaluate has been thoroughly revised to incorporate the most recent options and methods, in addition to directions for a way reviews can be adapted to slot programmes and social contexts.

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The solo practitioner who undertakes short­term evaluations on contract with local agencies and the tenured professor with long­term foundation funding will likely have quite divergent views on their evaluation activities.  Advocates of the evaluation theory movement envision the development of a theory that will serve as the basis for decision making by evaluators as they proceed with their work (see Exhibit 1­K).  It would (a) clarify the activities, processes, and goals of evaluation; (b) explicate relationships among evaluative activities and the processes and goals they facilitate; and (c) empirically test propositions to identify and address those that conflict with research or other critically appraised knowledge about evaluation.

The common denominator is that evaluation research is intended to be useful and used, either directly and immediately or as an incremental contribution to a cumulative body of practical knowledge.  An early step in planning an evaluation, therefore, is a thorough inquiry into the motivation of the evaluation sponsors, the intended purposes of the evaluation, and the uses to be made of the findings.  Data collection, for instance, may require interaction with program files, clients, staff, and facilities that are disruptive of normal program processes and distract from and, in some cases, even compromise the service functions that are the program's primary obligation.

In practice, we can come close to this ideal only by continually broadening and deepening our technical knowledge by means all of us know about: keeping up with the literature, attending workshops and professional conferences, and learning from colleagues.  What we do believe is that this book will provide an organized conceptual framework that identifies Page 34 Exhibit 1­L Diversity of the Members of the American Evaluation Association (in percentages) Major Professional Responsibility Organizational Setting Primary Discipline Evaluation 28 College or university 40 Education Research 19 Private business 12 Psychology Administration 18 Nonprofit organization 11 Evaluation Teaching 13 Federal government agency 10 Statistical methods Consulting 8 State/local government agency 10 Sociology Student 5 School system 4 Economics and political science Other 9 Other 13 Organizational development Other SOURCE: Adapted from Evaluation Practice News (October 1993); based on 2,045 AEA members as of June 1993.

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