{"product_id":"evaluation-theory-models-and-applications-isbn-9781118074053","title":"Evaluation Theory, Models, and Applications","description":"\u003cb\u003eThe golden standard evaluation reference text\u003c\/b\u003e  \u003cp\u003eNow in its second edition, \u003ci\u003eEvaluation Theory, Models, and Applications\u003c\/i\u003e is the vital text on evaluation models, perfect for classroom use as a textbook, and as a professional evaluation reference. The book begins with an overview of the evaluation field and program evaluation standards, and proceeds to cover the most widely used evaluation approaches. With new evaluation designs and the inclusion of the latest literature from the field, this \u003ci\u003eSecond Edition\u003c\/i\u003e is an essential update for professionals and students who want to stay current. Understanding and choosing evaluation approaches is critical to many professions, and \u003ci\u003eEvaluation Theory, Models, and Applications, Second Edition\u003c\/i\u003e is the benchmark evaluation guide.\u003c\/p\u003e \u003cp\u003eAuthors Daniel L. Stufflebeam and Chris L. S. Coryn, widely considered experts in the evaluation field, introduce and describe 23 program evaluation approaches, including, new to this edition, transformative evaluation, participatory evaluation, consumer feedback, and meta-analysis. \u003ci\u003eEvaluation Theory, Models, and Applications, Second Edition\u003c\/i\u003e facilitates the process of planning, conducting, and assessing program evaluations. The highlighted evaluation approaches include:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eExperimental and quasi-experimental design evaluations\u003c\/li\u003e \u003cli\u003eDaniel L. Stufflebeam's CIPP Model\u003c\/li\u003e \u003cli\u003eMichael Scriven's Consumer-Oriented Evaluation\u003c\/li\u003e \u003cli\u003eMichael Patton's Utilization-Focused Evaluation\u003c\/li\u003e \u003cli\u003eRobert Stake's Responsive\/Stakeholder-Centered Evaluation\u003c\/li\u003e \u003cli\u003eCase Study Evaluation\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eKey readings listed at the end of each chapter direct readers to the most important references for each topic. Learning objectives, review questions, student exercises, and instructor support materials complete the collection of tools. Choosing from evaluation approaches can be an overwhelming process, but \u003ci\u003eEvaluation Theory, Models, and Applications, Second Edition\u003c\/i\u003e updates the core evaluation concepts with the latest research, making this complex field accessible in just one book.\u003c\/p\u003e  \u003cp\u003eList of Figures, Tables, and Exhibits xiii\u003c\/p\u003e \u003cp\u003eDedication xvii\u003c\/p\u003e \u003cp\u003ePreface xix\u003c\/p\u003e \u003cp\u003eAcknowledgments xxiii\u003c\/p\u003e \u003cp\u003eThe Author xxv\u003c\/p\u003e \u003cp\u003eIntroduction xxvii\u003c\/p\u003e \u003cp\u003eChanges to the First Edition xxviii\u003c\/p\u003e \u003cp\u003eIntended Audience xxviii\u003c\/p\u003e \u003cp\u003eOverview of the Book’s Contents xxix\u003c\/p\u003e \u003cp\u003eStudy Suggestions xxxii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Fundamentals of Evaluation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 OVERVIEW OF THE EVALUATION FIELD 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Appropriate Objects of Evaluations and Related Subdisciplines of Evaluation? 3\u003c\/p\u003e \u003cp\u003eAre Evaluations Enough to Control Quality, Guide Improvement, and Protect Consumers? 4\u003c\/p\u003e \u003cp\u003eEvaluation as a Profession and Its Relationship to Other Professions 4\u003c\/p\u003e \u003cp\u003eWhat Is Evaluation? 6\u003c\/p\u003e \u003cp\u003eHow Good Is Good Enough? How Bad Is Intolerable? How Are These Questions Addressed? 17\u003c\/p\u003e \u003cp\u003eWhat Are Performance Standards? How Should They Be Applied? 18\u003c\/p\u003e \u003cp\u003eWhy Is It Appropriate to Consider Multiple Values? 20\u003c\/p\u003e \u003cp\u003eShould Evaluations Be Comparative, Noncomparative, or Both? 21\u003c\/p\u003e \u003cp\u003eHow Should Evaluations Be Used? 21\u003c\/p\u003e \u003cp\u003eWhy Is It Important to Distinguish Between Informal Evaluation and Formal Evaluation? 26\u003c\/p\u003e \u003cp\u003eHow Do Service Organizations Meet Requirements for Public Accountability? 27\u003c\/p\u003e \u003cp\u003eWhat Are the Methods of Formal Evaluation? 29\u003c\/p\u003e \u003cp\u003eWhat Is the Evaluation Profession, and How Strong Is It? 29\u003c\/p\u003e \u003cp\u003eWhat Are the Main Historical Milestones in the Evaluation Field’s Development? 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 EVALUATION THEORY 45\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Features of Evaluation Theories 45\u003c\/p\u003e \u003cp\u003eTheory’s Role in Developing the Program Evaluation Field 47\u003c\/p\u003e \u003cp\u003eFunctional and Pragmatic Bases of Extant Program Evaluation Theory 48\u003c\/p\u003e \u003cp\u003eAWord About Research Related to Program Evaluation Theory 49\u003c\/p\u003e \u003cp\u003eProgram Evaluation Theory Defined 50\u003c\/p\u003e \u003cp\u003eCriteria for Judging Program Evaluation Theories 52\u003c\/p\u003e \u003cp\u003eTheory Development as a Creative Process Subject to Review and Critique by Users 56\u003c\/p\u003e \u003cp\u003eStatus of Theory Development in the Program Evaluation Field 57\u003c\/p\u003e \u003cp\u003eImportance and Difficulties of Considering Context in Theories of Program Evaluation 58\u003c\/p\u003e \u003cp\u003eNeed for Multiple Theories of Program Evaluation 58\u003c\/p\u003e \u003cp\u003eHypotheses for Research on Program Evaluation 59\u003c\/p\u003e \u003cp\u003ePotential Utility of Grounded Theories 62\u003c\/p\u003e \u003cp\u003ePotential Utility of Metaevaluations in Developing Theories of Program Evaluation 63\u003c\/p\u003e \u003cp\u003eProgram Evaluation Standards and Theory Development 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 STANDARDS FOR PROGRAM EVALUATIONS 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Need for Evaluation Standards 71\u003c\/p\u003e \u003cp\u003eBackground of Standards for Program Evaluations 73\u003c\/p\u003e \u003cp\u003eJoint Committee Program Evaluation Standards 74\u003c\/p\u003e \u003cp\u003eAmerican Evaluation Association Guiding Principles for Evaluators 80\u003c\/p\u003e \u003cp\u003eGovernment Auditing Standards 83\u003c\/p\u003e \u003cp\u003eUsing Evaluation Standards 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: An Evaluation of Evaluation Approaches and Models\u003c\/b\u003e 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 BACKGROUND FOR ASSESSING EVALUATION APPROACHES 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvaluation Approaches 109\u003c\/p\u003e \u003cp\u003eImportance of Studying Alternative Evaluation Approaches 109\u003c\/p\u003e \u003cp\u003eThe Nature of Program Evaluation 110\u003c\/p\u003e \u003cp\u003ePrevious Classifications of Alternative Evaluation Approaches 110\u003c\/p\u003e \u003cp\u003eCaveats 112\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 PSEUDOEVALUATIONS 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBackground and Introduction 117\u003c\/p\u003e \u003cp\u003eApproach 1: Public Relations Studies 119\u003c\/p\u003e \u003cp\u003eApproach 2: Politically Controlled Studies 120\u003c\/p\u003e \u003cp\u003eApproach 3: Pandering Evaluations 122\u003c\/p\u003e \u003cp\u003eApproach 4: Evaluation by Pretext 123\u003c\/p\u003e \u003cp\u003eApproach 5: Empowerment Under the Guise of Evaluation 125\u003c\/p\u003e \u003cp\u003eApproach 6: Customer Feedback Evaluation 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 QUASI-EVALUATION STUDIES  133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuasi-Evaluation Approaches Defined 133\u003c\/p\u003e \u003cp\u003eFunctions of Quasi-Evaluation Approaches 134\u003c\/p\u003e \u003cp\u003eGeneral Strengths and Weaknesses of Quasi-Evaluation Approaches 134\u003c\/p\u003e \u003cp\u003eApproach 7: Objectives-Based Studies 135\u003c\/p\u003e \u003cp\u003eApproach 8: The Success Case Method 137\u003c\/p\u003e \u003cp\u003eApproach 9: Outcome Evaluation as Value-Added Assessment 143\u003c\/p\u003e \u003cp\u003eApproach 10: Experimental and Quasi-Experimental Studies 147\u003c\/p\u003e \u003cp\u003eApproach 11: Cost Studies 152\u003c\/p\u003e \u003cp\u003eApproach 12: Connoisseurship and Criticism 155\u003c\/p\u003e \u003cp\u003eApproach 13: Theory-Based Evaluation 158\u003c\/p\u003e \u003cp\u003eApproach 14: Meta-Analysis 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 IMPROVEMENT- AND ACCOUNTABILITY-ORIENTED EVALUATION APPROACHES 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eImprovement- and Accountability-Oriented Evaluation Defined 173\u003c\/p\u003e \u003cp\u003eFunctions of Improvement- and Accountability-Oriented Approaches 174\u003c\/p\u003e \u003cp\u003eGeneral Strengths and Weaknesses of Decision- and Accountability-Oriented Approaches 174\u003c\/p\u003e \u003cp\u003eApproach 15: Decision- and Accountability-Oriented Studies 174\u003c\/p\u003e \u003cp\u003eApproach 16: Consumer-Oriented Studies 181\u003c\/p\u003e \u003cp\u003eApproach 17: Accreditation and Certification 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 SOCIAL AGENDA AND ADVOCACY EVALUATION APPROACHES 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Social Agenda and Advocacy Approaches 191\u003c\/p\u003e \u003cp\u003eApproach 18: Responsive or Stakeholder-Centered Evaluation 192\u003c\/p\u003e \u003cp\u003eApproach 19: Constructivist Evaluation 197\u003c\/p\u003e \u003cp\u003eApproach 20: Deliberative Democratic Evaluation 202\u003c\/p\u003e \u003cp\u003eApproach 21: Transformative Evaluation 205\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 ECLECTIC EVALUATION APPROACHES 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Eclectic Approaches 213\u003c\/p\u003e \u003cp\u003eApproach 22: Utilization-Focused Evaluation 214\u003c\/p\u003e \u003cp\u003eApproach 23: Participatory Evaluation 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 BEST APPROACHES FOR TWENTY-FIRST-CENTURY EVALUATIONS 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSelection of Approaches for Analysis 230\u003c\/p\u003e \u003cp\u003eMethodology for Analyzing and Evaluating the Nine Approaches 230\u003c\/p\u003e \u003cp\u003eOur Qualifications as Raters 230\u003c\/p\u003e \u003cp\u003eConflicts of Interest Pertaining to the Ratings 231\u003c\/p\u003e \u003cp\u003eStandards for Judging Evaluation Approaches 231\u003c\/p\u003e \u003cp\u003eComparison of 2007 and 2014 Ratings 236\u003c\/p\u003e \u003cp\u003eIssues Related to the 2011 Program Evaluation Standards 237\u003c\/p\u003e \u003cp\u003eOverall Observations 237\u003c\/p\u003e \u003cp\u003eThe Bottom Line 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: Explication of Selected Evaluation Approaches 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 EXPERIMENTAL AND QUASI-EXPERIMENTAL DESIGN EVALUATIONS 249\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Overview 249\u003c\/p\u003e \u003cp\u003eBasic Requirements of Sound Experiments 250\u003c\/p\u003e \u003cp\u003eProspective Versus Retrospective Studies of Cause 251\u003c\/p\u003e \u003cp\u003eUses of Experimental Design 251\u003c\/p\u003e \u003cp\u003eRandomized Controlled Experiments in Context 252\u003c\/p\u003e \u003cp\u003eSuchman and the Scientific Approach to Evaluation 256\u003c\/p\u003e \u003cp\u003eContemporary Concepts Associatedwith the Experimental andQuasi-Experimental Design Approach to Evaluation 265\u003c\/p\u003e \u003cp\u003eExemplars of Large-Scale Experimental and Quasi-Experimental Design Evaluations 269\u003c\/p\u003e \u003cp\u003eGuidelines for Designing Experiments 271\u003c\/p\u003e \u003cp\u003eQuasi-Experimental Designs 280\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 CASE STUDY EVALUATIONS 291\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Chapter 291\u003c\/p\u003e \u003cp\u003eOverview of the Case Study Approach 292\u003c\/p\u003e \u003cp\u003eCase Study Research: The Views of Robert Stake 294\u003c\/p\u003e \u003cp\u003eCase Study Research: The Views of Robert Yin 297\u003c\/p\u003e \u003cp\u003eParticular Case Study Information Collection Methods 301\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 DANIEL STUFFLEBEAM’S CIPP MODEL FOR EVALUATION: AN IMPROVEMENT AND ACCOUNTABILITY-ORIENTED APPROACH 309\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of the Chapter 309\u003c\/p\u003e \u003cp\u003eCIPP Model in Context 309\u003c\/p\u003e \u003cp\u003eOverview of the CIPP Categories 312\u003c\/p\u003e \u003cp\u003eFormative and Summative Uses of Context, Input, Process, and Product Evaluations 313\u003c\/p\u003e \u003cp\u003ePhilosophy and Code of Ethics Underlying the CIPP Model 314\u003c\/p\u003e \u003cp\u003eThe Model’s Values Component 317\u003c\/p\u003e \u003cp\u003eUsing the CIPP Framework to Define Evaluation Questions 319\u003c\/p\u003e \u003cp\u003eDelineation of the CIPP Categories and Relevant Procedures 319\u003c\/p\u003e \u003cp\u003eUse of the CIPP Model as a Systems Strategy for Improvement 332\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 MICHAEL SCRIVEN’S CONSUMER-ORIENTED APPROACH TO EVALUATION  341\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Scriven’s Contributions to Evaluation 341\u003c\/p\u003e \u003cp\u003eScriven’s Background 343\u003c\/p\u003e \u003cp\u003eScriven’s Basic Orientation to Evaluation 343\u003c\/p\u003e \u003cp\u003eScriven’s Definition of Evaluation 343\u003c\/p\u003e \u003cp\u003eCritique of Other Persuasions 344\u003c\/p\u003e \u003cp\u003eFormative and Summative Evaluation 345\u003c\/p\u003e \u003cp\u003eAmateur Versus Professional Evaluation 347\u003c\/p\u003e \u003cp\u003eIntrinsic and Payoff Evaluation 347\u003c\/p\u003e \u003cp\u003eGoal-Free Evaluation 347\u003c\/p\u003e \u003cp\u003eNeeds Assessment 348\u003c\/p\u003e \u003cp\u003eScoring, Ranking, Grading, and Apportioning 349\u003c\/p\u003e \u003cp\u003eChecklists 352\u003c\/p\u003e \u003cp\u003eKey Evaluation Checklist 353\u003c\/p\u003e \u003cp\u003eThe Final Synthesis 354\u003c\/p\u003e \u003cp\u003eMetaevaluation 357\u003c\/p\u003e \u003cp\u003eEvaluation Ideologies 357\u003c\/p\u003e \u003cp\u003eAvenues to Causal Inference 361\u003c\/p\u003e \u003cp\u003eProduct Evaluation 363\u003c\/p\u003e \u003cp\u003eProfessionalization of Evaluation 366\u003c\/p\u003e \u003cp\u003eScriven’s Look to Evaluation’s Future 366\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 ROBERT STAKE’S RESPONSIVE OR STAKEHOLDER-CENTERED EVALUATION APPROACH 373\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStake’s Professional Background 374\u003c\/p\u003e \u003cp\u003eFactors Influencing Stake’s Development of Evaluation Theory 374\u003c\/p\u003e \u003cp\u003eStake’s 1967 ‘‘Countenance of Educational Evaluation’’ Article 375\u003c\/p\u003e \u003cp\u003eResponsive Evaluation Approach 383\u003c\/p\u003e \u003cp\u003eSubstantive Structure of Responsive Evaluation 390\u003c\/p\u003e \u003cp\u003eFunctional Structure of Responsive Evaluation 390\u003c\/p\u003e \u003cp\u003eAn Application of Responsive Evaluation 392\u003c\/p\u003e \u003cp\u003eStake’s Recent Rethinking of Responsive Evaluation 397\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 MICHAEL PATTON’S UTILIZATION-FOCUSED EVALUATION 403\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdherents of Utilization-Focused Evaluation 404\u003c\/p\u003e \u003cp\u003eSome General Aspects of Patton’s Utilization-Focused Evaluation 405\u003c\/p\u003e \u003cp\u003eIntended Users of Utilization-Focused Evaluation 407\u003c\/p\u003e \u003cp\u003eFocusing a Utilization-Focused Evaluation 407\u003c\/p\u003e \u003cp\u003eThe Personal Factor as Vital to an Evaluation’s Success 408\u003c\/p\u003e \u003cp\u003eThe Evaluator’s Roles 408\u003c\/p\u003e \u003cp\u003eUtilization-Focused Evaluation and Values and Judgments 409\u003c\/p\u003e \u003cp\u003eEmploying Active-Reactive-Adaptive Processes to Negotiate with Users 410\u003c\/p\u003e \u003cp\u003ePatton’s Eclectic Approach 411\u003c\/p\u003e \u003cp\u003ePlanning Utilization-Focused Evaluations 411\u003c\/p\u003e \u003cp\u003eCollecting and Analyzing Information and Reporting Findings 412\u003c\/p\u003e \u003cp\u003eSummary of Premises of Utilization-Focused Evaluation 413\u003c\/p\u003e \u003cp\u003eStrengths of the Utilization-Focused Evaluation Approach 414\u003c\/p\u003e \u003cp\u003eLimitations of the Utilization-Focused Evaluation Approach 415\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four: Evaluation Tasks, Procedures, and Tools 421\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 IDENTIFYING AND ASSESSING EVALUATION OPPORTUNITIES\u003c\/b\u003e \u003cb\u003e423\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSources of Evaluation Opportunities 423\u003c\/p\u003e \u003cp\u003eBidders’ Conferences 431\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 FIRST STEPS IN ADDRESSING EVALUATION OPPORTUNITIES 435\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeveloping the Evaluation Team 436\u003c\/p\u003e \u003cp\u003eDeveloping Thorough Familiarity with the Need for the Evaluation 437\u003c\/p\u003e \u003cp\u003eStipulating Standards for Guiding and Assessing the Evaluation 437\u003c\/p\u003e \u003cp\u003eEstablishing Institutional Support for the Projected Evaluation 437\u003c\/p\u003e \u003cp\u003eDeveloping the Evaluation Proposal’s Appendix 438\u003c\/p\u003e \u003cp\u003ePlanning for a Stakeholder Review Panel 439\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 DESIGNING EVALUATIONS 445\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Design Used for Evaluating the Performance Review System of a Military Organization 446\u003c\/p\u003e \u003cp\u003eGeneric Checklist for Designing Evaluations 462\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 BUDGETING EVALUATIONS 479\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEthical Imperatives in Budgeting Evaluations 480\u003c\/p\u003e \u003cp\u003eFixed-Price Budget for Evaluating a Personnel Evaluation System 483\u003c\/p\u003e \u003cp\u003eOther Types of Evaluation Budgets 486\u003c\/p\u003e \u003cp\u003eGeneric Checklist for Developing Evaluation Budgets 493\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 CONTRACTING EVALUATIONS 505\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinitions of Evaluation Contracts and Memorandums of Agreement 506\u003c\/p\u003e \u003cp\u003eRationale for Evaluation Contracting 508\u003c\/p\u003e \u003cp\u003eAddressing Organizational Contracting Requirements 511\u003c\/p\u003e \u003cp\u003eNegotiating Evaluation Agreements 511\u003c\/p\u003e \u003cp\u003eEvaluation Contracting Checklist 512\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 COLLECTING EVALUATIVE INFORMATION 519\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Standards for Information Collection 519\u003c\/p\u003e \u003cp\u003eAn Information Collection Framework 540\u003c\/p\u003e \u003cp\u003eUseful Methods for Collecting Information 543\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 ANALYZING AND SYNTHESIZING INFORMATION 557\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Orientation to Analyzing and Synthesizing Information 558\u003c\/p\u003e \u003cp\u003ePrinciples for Analyzing and Synthesizing Information 559\u003c\/p\u003e \u003cp\u003eAnalysis of Quantitative Information 560\u003c\/p\u003e \u003cp\u003eAnalysis of Qualitative Information 575\u003c\/p\u003e \u003cp\u003eJustified Conclusions and Decisions 580\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 COMMUNICATING EVALUATION FINDINGS 589\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReview of Pertinent Analysis and Advice from Previous Chapters 590\u003c\/p\u003e \u003cp\u003eComplex Needs and Challenges in Reporting Evaluation Findings 591\u003c\/p\u003e \u003cp\u003eEstablishing Conditions to Foster Use of Findings 592\u003c\/p\u003e \u003cp\u003eProviding Interim Evaluative Feedback 600\u003c\/p\u003e \u003cp\u003ePreparing and Delivering the Final Report 603\u003c\/p\u003e \u003cp\u003eProviding Follow-Up Support to Enhance an Evaluation’s Impact 619\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Five: Metaevaluation and Institutionalizing and Mainstreaming Evaluation 629\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 METAEVALUATION: EVALUATING EVALUATIONS 631\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRationale for Metaevaluation 632\u003c\/p\u003e \u003cp\u003eEvaluator and Client Responsibilities in Regard to Metaevaluation 634\u003c\/p\u003e \u003cp\u003eFormative and Summative Metaevaluations 634\u003c\/p\u003e \u003cp\u003eA Conceptual and Operational Definition of Metaevaluation 634\u003c\/p\u003e \u003cp\u003eAn Instructive Metaevaluation Case 640\u003c\/p\u003e \u003cp\u003eMetaevaluation Tasks 643\u003c\/p\u003e \u003cp\u003eMetaevaluation Arrangements and Procedures 647\u003c\/p\u003e \u003cp\u003eComparative Metaevaluations 662\u003c\/p\u003e \u003cp\u003eChecklists for Use in Metaevaluations 664\u003c\/p\u003e \u003cp\u003eThe Role of Context and Resource Constraints 664\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 INSTITUTIONALIZING AND MAINSTREAMING EVALUATION 671\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReview of this Book’s Themes 671\u003c\/p\u003e \u003cp\u003eOverview of the Remainder of the Chapter 672\u003c\/p\u003e \u003cp\u003eRationale and Key Principles for Institutionalizing and Mainstreaming Evaluation 673\u003c\/p\u003e \u003cp\u003eEarly Efforts to Help Organizations Institutionalize Evaluation 674\u003c\/p\u003e \u003cp\u003eRecent Advances of Use in Institutionalizing and Mainstreaming Evaluation 675\u003c\/p\u003e \u003cp\u003eChecklist for Use in Institutionalizing and Mainstreaming Evaluation 676\u003c\/p\u003e \u003cp\u003eGlossary 691\u003c\/p\u003e \u003cp\u003eReferences 713\u003c\/p\u003e \u003cp\u003eIndex 744\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eDANIEL L. STUFFLEBEAM, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is Distinguished University Professor Emeritus at Western Michigan University, Kalamazoo.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHRIS L. S. CORYN, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is director of the Interdisciplinary PhD in Evaluation (IDPE) program and assistant professor in the Evaluation, Measurement, and Research (EMR) program at Western Michigan University. He is the executive editor of the \u003ci\u003eJournal of MultiDisciplinary Evaluation\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eEvaluation Theory, Models, \u0026amp; Applications Second Edition\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe second edition of the highly acclaimed \u003ci\u003eEvaluation Theory, Models, and Applications\u003c\/i\u003e presents the core concepts, approaches, and methods in program evaluation. The book’s main contents are an overview of the evaluation field, a discussion of evaluation theory, a review of standards for guiding and judging evaluations, descriptions and judgments of the most widely used evaluation approaches, explanations of methods needed to apply any evaluation approach, and discussions of the overarching topics of metaevaluation and of institutionalizing and mainstreaming systematic evaluation. With the inclusion of the field’s latest literature and reference to many actual evaluations, this Second Edition is an essential update for students, evaluators, and evaluation clients who need to stay current.\u003c\/p\u003e \u003cp\u003eAuthors Daniel Stufflebeam and Chris Coryn, widely experienced and published evaluation experts, describe and examine twenty-three evaluation approaches, including, new to this edition, transformative evaluation, participatory evaluation, consumer feedback, and meta-analysis. Building from its theoretical foundations, this Second Edition provides detailed practical direction along with supporting checklists for planning, budgeting, contracting, implementing, and reporting evaluations; for conducting metaevaluations; and for guiding organizations to institutionalize and mainstream sound evaluation practices. The book’s highlighted evaluation approaches include\u003c\/p\u003e \u003cul\u003e \u003cli\u003e\u003cb\u003eExperimental and quasi-experimental design evaluations\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eDaniel Stufflebeam’s CIPP Model\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eMichael Scriven’s Consumer-Oriented Evaluation\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eMichael Patton’s Utilization-Focused Evaluation\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eRobert Stake’s Responsive\/Stakeholder-Centered Evaluation\u003c\/b\u003e\u003c\/li\u003e \u003cli\u003e\u003cb\u003eCase Study Evaluation\u003c\/b\u003e\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eKey readings listed at the end of each chapter direct readers to the most important references for each topic. Learning objectives, review questions, student exercises, and instructor support materials complete the collection of tools.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989173158117,"sku":"NP9781118074053","price":78.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118074053.jpg?v=1761783085","url":"https:\/\/k12savings.com\/products\/evaluation-theory-models-and-applications-isbn-9781118074053","provider":"K12savings","version":"1.0","type":"link"}