Communicating About Evaluation: A Conceptual Model and Case Example
Background: Despite consensus within the evaluation community about what is distinctive about evaluation, confusion among stakeholders and other professions abounds. The evaluation literature describes how those in the social sciences continue to view evaluation as applied social science and part o...
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| Format: | Article |
| Language: | English |
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The Evaluation Center at Western Michigan University
2017-09-01
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| Series: | Journal of MultiDisciplinary Evaluation |
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| Online Access: | https://journals.sfu.ca/jmde/index.php/jmde_1/article/view/473 |
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| _version_ | 1841561354927865856 |
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| author | Bianca Montrosse-Moorhead Aarti P. Bellara Anthony J. Gambino |
| author_facet | Bianca Montrosse-Moorhead Aarti P. Bellara Anthony J. Gambino |
| author_sort | Bianca Montrosse-Moorhead |
| collection | DOAJ |
| description |
Background: Despite consensus within the evaluation community about what is distinctive about evaluation, confusion among stakeholders and other professions abounds. The evaluation literature describes how those in the social sciences continue to view evaluation as applied social science and part of what they already know how to do, with the implication that no additional training beyond the traditional social sciences is needed. Given the lack of broader understanding of the specialized role of evaluation, the field struggles with how best to communicate about evaluation to stakeholders and other professions.
Purpose: This paper addresses the need to clearly communicate what is distinctive about evaluation to stakeholders and other professions by offering a conceptual tool that can be used in dialogue with others. Specifically, we adapt a personnel evaluation framework to map out what is distinctive about what evaluators know and can do. We then compare this map with the knowledge and skill needed in a related profession (i.e., assessment) in order to reveal how the professions differ.
Setting: Not applicable.
Intervention: Not applicable.
Research Design: Not applicable.
Data Collection and Analysis: Not applicable.
Findings: We argue that using a conceptual tool such as the one presented in this paper with comparative case examples would clarify for outsiders the distinct work of evaluators. Additionally, we explain how this conceptual tool is flexible and could be extended by evaluation practitioners in a myriad of ways.
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| format | Article |
| id | doaj-art-b1af457c100c4ec39199a2884724fc94 |
| institution | Kabale University |
| issn | 1556-8180 |
| language | English |
| publishDate | 2017-09-01 |
| publisher | The Evaluation Center at Western Michigan University |
| record_format | Article |
| series | Journal of MultiDisciplinary Evaluation |
| spelling | doaj-art-b1af457c100c4ec39199a2884724fc942025-01-03T01:46:08ZengThe Evaluation Center at Western Michigan UniversityJournal of MultiDisciplinary Evaluation1556-81802017-09-01132910.56645/jmde.v13i29.473Communicating About Evaluation: A Conceptual Model and Case ExampleBianca Montrosse-Moorhead0https://orcid.org/0000-0001-8566-0347Aarti P. Bellara1https://orcid.org/0000-0002-8827-1715Anthony J. Gambino2https://orcid.org/0000-0001-5820-1997University of ConnecticutUniversity of ConnecticutUniversity of Connecticut Background: Despite consensus within the evaluation community about what is distinctive about evaluation, confusion among stakeholders and other professions abounds. The evaluation literature describes how those in the social sciences continue to view evaluation as applied social science and part of what they already know how to do, with the implication that no additional training beyond the traditional social sciences is needed. Given the lack of broader understanding of the specialized role of evaluation, the field struggles with how best to communicate about evaluation to stakeholders and other professions. Purpose: This paper addresses the need to clearly communicate what is distinctive about evaluation to stakeholders and other professions by offering a conceptual tool that can be used in dialogue with others. Specifically, we adapt a personnel evaluation framework to map out what is distinctive about what evaluators know and can do. We then compare this map with the knowledge and skill needed in a related profession (i.e., assessment) in order to reveal how the professions differ. Setting: Not applicable. Intervention: Not applicable. Research Design: Not applicable. Data Collection and Analysis: Not applicable. Findings: We argue that using a conceptual tool such as the one presented in this paper with comparative case examples would clarify for outsiders the distinct work of evaluators. Additionally, we explain how this conceptual tool is flexible and could be extended by evaluation practitioners in a myriad of ways. https://journals.sfu.ca/jmde/index.php/jmde_1/article/view/473evaluation knowledgeevaluation skillprofessionprofessionalization |
| spellingShingle | Bianca Montrosse-Moorhead Aarti P. Bellara Anthony J. Gambino Communicating About Evaluation: A Conceptual Model and Case Example Journal of MultiDisciplinary Evaluation evaluation knowledge evaluation skill profession professionalization |
| title | Communicating About Evaluation: A Conceptual Model and Case Example |
| title_full | Communicating About Evaluation: A Conceptual Model and Case Example |
| title_fullStr | Communicating About Evaluation: A Conceptual Model and Case Example |
| title_full_unstemmed | Communicating About Evaluation: A Conceptual Model and Case Example |
| title_short | Communicating About Evaluation: A Conceptual Model and Case Example |
| title_sort | communicating about evaluation a conceptual model and case example |
| topic | evaluation knowledge evaluation skill profession professionalization |
| url | https://journals.sfu.ca/jmde/index.php/jmde_1/article/view/473 |
| work_keys_str_mv | AT biancamontrossemoorhead communicatingaboutevaluationaconceptualmodelandcaseexample AT aartipbellara communicatingaboutevaluationaconceptualmodelandcaseexample AT anthonyjgambino communicatingaboutevaluationaconceptualmodelandcaseexample |