Pub Date : 2020-07-23DOI: 10.1017/9781108870016.003
{"title":"Ethical and Cultural Issues in Program Evaluation","authors":"","doi":"10.1017/9781108870016.003","DOIUrl":"https://doi.org/10.1017/9781108870016.003","url":null,"abstract":"","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":"45 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85682431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-23DOI: 10.1017/9781108870016.011
{"title":"Analyzing and Presenting Data from Formative and Process Evaluations","authors":"","doi":"10.1017/9781108870016.011","DOIUrl":"https://doi.org/10.1017/9781108870016.011","url":null,"abstract":"","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":"118 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91130722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Le lien entre l’évaluation et la démocratie est ancien. Ce segment thématique illustre les concepts de reddition de compte, de légitimité, de transparence, de participation et présente leurs répercussions sur l’évaluation. Il met également l’accent sur les dimensions de la communication politique qui sont moins souvent discutées dans la littérature en évaluation de programme, les évaluateurs se concentrant davantage sur les dimensions administratives ou de gestion des processus évaluatifs.
{"title":"Démocratie et évaluation des politiques publiques","authors":"Steve Jacob, J. Couture","doi":"10.3138/cjpe.61279","DOIUrl":"https://doi.org/10.3138/cjpe.61279","url":null,"abstract":"Le lien entre l’évaluation et la démocratie est ancien. Ce segment thématique illustre les concepts de reddition de compte, de légitimité, de transparence, de participation et présente leurs répercussions sur l’évaluation. Il met également l’accent sur les dimensions de la communication politique qui sont moins souvent discutées dans la littérature en évaluation de programme, les évaluateurs se concentrant davantage sur les dimensions administratives ou de gestion des processus évaluatifs.","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewed by Sandra Sellick / compte-rendu par Sandra Sellick
Sandra Sellick评论/ Sandra Sellick评论
{"title":"Collaborative, Participatory, and Empowerment Evaluation: Stakeholder Involvement Approaches, by David M. Fetterman, Liliana Rodríguez-Campos, Ann P. Zukoski, et al.","authors":"Sandra Sellick","doi":"10.3138/CJPE.56975","DOIUrl":"https://doi.org/10.3138/CJPE.56975","url":null,"abstract":"Reviewed by Sandra Sellick / compte-rendu par Sandra Sellick ","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While there is an abundance of literature on evaluation use, there has been little discussion regarding internal evaluators’ role in promoting evaluation use. Evaluation can be undervalued if context is not taken into consideration. Evaluation literacy is needed to make evaluation more appropriate, understandable, and accessible, particularly in non-government organizations (NGOs) where there is a growing focus on demonstrable outcomes. Evaluation literacy refers to an individual’s understanding and knowledge of evaluation and is an essential component of embedding evaluation into organizational culture. In recognition of the value of the internal perspective, a small exploratory exercise was undertaken to reveal internal evaluator roles and ways of engaging with colleagues around evaluation. Th e exercise examined a key question: What is the role of evaluation literacy in internal evaluation in the non-government sector? Three Australian auto-narrative examples from internal evaluators highlight evaluation literacy and locate it among the multiplicity of roles required for optimal evaluation uptake. Analysis of the narratives revealed the underlying issues affecting evaluation use in NGOs and the skills needed to motivate and enable others to access, understand, and use evaluation information. Responding to the call for expanded research into internal evaluation from a practice perspective, the authors hope that the findings will stimulate a wider conversation and further advance understanding of evaluation literacy.
{"title":"Evaluation Literacy: Perspectives of Internal Evaluators in Non-Government Organizations","authors":"Alison Rogers, Leanne M. Kelly, Alicia McCoy","doi":"10.3138/CJPE.42190","DOIUrl":"https://doi.org/10.3138/CJPE.42190","url":null,"abstract":"While there is an abundance of literature on evaluation use, there has been little discussion regarding internal evaluators’ role in promoting evaluation use. Evaluation can be undervalued if context is not taken into consideration. Evaluation literacy is needed to make evaluation more appropriate, understandable, and accessible, particularly in non-government organizations (NGOs) where there is a growing focus on demonstrable outcomes. Evaluation literacy refers to an individual’s understanding and knowledge of evaluation and is an essential component of embedding evaluation into organizational culture. In recognition of the value of the internal perspective, a small exploratory exercise was undertaken to reveal internal evaluator roles and ways of engaging with colleagues around evaluation. Th e exercise examined a key question: What is the role of evaluation literacy in internal evaluation in the non-government sector? Three Australian auto-narrative examples from internal evaluators highlight evaluation literacy and locate it among the multiplicity of roles required for optimal evaluation uptake. Analysis of the narratives revealed the underlying issues affecting evaluation use in NGOs and the skills needed to motivate and enable others to access, understand, and use evaluation information. Responding to the call for expanded research into internal evaluation from a practice perspective, the authors hope that the findings will stimulate a wider conversation and further advance understanding of evaluation literacy. ","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chris Sheppard, Ashley Baker, Petra Lolić, Shilpa Soni, Bea Courtney
Since 1996 the Canadian Evaluation Society has held a case competition for college and university students. By 2016, a total of 1,132 students had participated. An online questionnaire was sent to 768 participants with available email addresses; eight additional participants entered the study after viewing an online posting. The questionnaire was completed by 112 former participants (response rate: 14%). Findings suggested that participating in the case competition was a positive experience that led to an appreciation of evaluation, increased teamwork skills and provided stronger resumes. Some indicated that participating influenced their choice of evaluation as a focus for their career.
{"title":"20 Years Later: Reflections on the CES Student Evaluation Case Competition","authors":"Chris Sheppard, Ashley Baker, Petra Lolić, Shilpa Soni, Bea Courtney","doi":"10.3138/CJPE.42239","DOIUrl":"https://doi.org/10.3138/CJPE.42239","url":null,"abstract":"Since 1996 the Canadian Evaluation Society has held a case competition for college and university students. By 2016, a total of 1,132 students had participated. An online questionnaire was sent to 768 participants with available email addresses; eight additional participants entered the study after viewing an online posting. The questionnaire was completed by 112 former participants (response rate: 14%). Findings suggested that participating in the case competition was a positive experience that led to an appreciation of evaluation, increased teamwork skills and provided stronger resumes. Some indicated that participating influenced their choice of evaluation as a focus for their career. ","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41809888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jenna M. LaChenaye, A. Boyce, J. Draanen, Kristin Everett
The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mentoring play in evaluation training. The purpose of this article is to explore the expected and unexpected benefits of our experiences as participants in an evaluation mentoring program, lessons learned, and logistical and structural promoters of success in peer-mentoring.
{"title":"Community, Theory, and Guidance: Reflections on the Benefits of Peer-Mentoring in Evaluation","authors":"Jenna M. LaChenaye, A. Boyce, J. Draanen, Kristin Everett","doi":"10.3138/CJPE.42118","DOIUrl":"https://doi.org/10.3138/CJPE.42118","url":null,"abstract":"The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mentoring play in evaluation training. The purpose of this article is to explore the expected and unexpected benefits of our experiences as participants in an evaluation mentoring program, lessons learned, and logistical and structural promoters of success in peer-mentoring.","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45600618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In North America, neighbourhood youth centres typically off er essential community-based programs to disadvantaged and marginalized populations. In addition to providing pro-social and supportive environments, they provide a host of educational and skill-development opportunities and interventions that build self-esteem, increase positive life relationships and experiences, and address social determinants of health. However, evaluators of such centres often have to work with moving changes in temporal components (i.e., service users, services, programs, and outcomes) that are unique and idiosyncratic to the mandate of the centre. Although there is an abundance of research on youth programs in general, there is a void in the literature on drop-in programs specifically, which this study aims to address. Th e lack of empirical research in this area inhibits knowledge about the processes of these centres. For this reason, the article concludes that process evaluation methods may be effectively used to substantiate the practice skills, knowledge, and managerial competencies of those responsible for program implementation.
{"title":"Evaluating Youth Drop-In Programs: The Utility of Process Evaluation Methods","authors":"Derek Chechak, J. M. Dunlop, M. Holosko","doi":"10.3138/CJPE.42976","DOIUrl":"https://doi.org/10.3138/CJPE.42976","url":null,"abstract":"In North America, neighbourhood youth centres typically off er essential community-based programs to disadvantaged and marginalized populations. In addition to providing pro-social and supportive environments, they provide a host of educational and skill-development opportunities and interventions that build self-esteem, increase positive life relationships and experiences, and address social determinants of health. However, evaluators of such centres often have to work with moving changes in temporal components (i.e., service users, services, programs, and outcomes) that are unique and idiosyncratic to the mandate of the centre. Although there is an abundance of research on youth programs in general, there is a void in the literature on drop-in programs specifically, which this study aims to address. Th e lack of empirical research in this area inhibits knowledge about the processes of these centres. For this reason, the article concludes that process evaluation methods may be effectively used to substantiate the practice skills, knowledge, and managerial competencies of those responsible for program implementation. ","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47143545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewed by Jasmin Bhawra / compte-rendu par Jasmin Bhawra
评论由Jasmin Bhawra/评论由Jasmin Bhawra
{"title":"Developing Monitoring and Evaluation Frameworks, by Anne Markiewicz and Ian Patrick","authors":"J. Bhawra","doi":"10.3138/CJPE.53169","DOIUrl":"https://doi.org/10.3138/CJPE.53169","url":null,"abstract":"Reviewed by Jasmin Bhawra / compte-rendu par Jasmin Bhawra","PeriodicalId":43924,"journal":{"name":"Canadian Journal of Program Evaluation","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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