Considerations on the development of culturally relevant evaluation standards

Smith, Nick L.; Chircop, Saviour; Mukherjee, Prachee

doi:10.1016/s0191-491x(05)80051-3

Cited by 11 publications

(3 citation statements)

References 6 publications

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“…After using the standards to metaevaluate selected evaluations in Bangladesh, Chatterji (forthcoming) was generally positive about three areas (utility, accuracy, and feasibility), but concluded that the propriety standards might need revision to be most effective in that context. Propriety appears to be a problematic area for international applications, as several writers have previously demonstrated Smith, Chircop, and Mukherjee, 2000;Jang, 2000).…”

Section: Revising the Program Evaluation Standards Second Editionmentioning

confidence: 89%

Background and history of the Joint Committee's Program Evaluation Standards

Yarbrough

Shulha

Caruthers

2004

New Drctns Evaluation

108

180

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Section: Revising the Program Evaluation Standards Second Editionmentioning

confidence: 89%

Background and history of the Joint Committee's Program Evaluation Standards

Yarbrough

Shulha

Caruthers

2004

New Drctns Evaluation

108

180

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show abstract

“…The Joint Committee argued that evaluators in other countries should carefully consider what standards are acceptable and functional within their cultures and should not uncritically adopt and apply standards developed in a different country. There are definite problems in transferring North American standards on human rights, freedom of information, and other matters covered by the Joint Committee Standards to cultures outside the U.S. and Canada (Beywl, 2000;Jang, 2000;Smith, Chircop, & Mukherjee, 2000;Taut, 2000;Widmer, Landert, & Bacmann, 2000). AEA seems to espouse the reasonable position that AEA members and other evaluators-wherever they may be conducting evaluations-should adhere at least to the Guiding Principles if they intend to claim consistency between their evaluations and what AEA recommends for conducting sound evaluations.…”

Section: An Operational Definitionmentioning

confidence: 99%

The Metaevaluation Imperative

Stufflebeam

2001

American Journal of Evaluation

117

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The evaluation field has advanced sufficiently in its methodology and public service that evaluators can and should subject their evaluations to systematic metaevaluation. Metaevaluation is the process of delineating, obtaining, and applying descriptive information and judgmental information about an evaluation’s utility, feasibility, propriety, and accuracy and its systematic nature, competence, integrity/honesty, respectfulness, and social responsibility to guide the evaluation and publicly report its strengths and weaknesses. Formative metaevaluations—employed in undertaking and conducting evaluations—assist evaluators to plan, conduct, improve, interpret, and report their evaluation studies. Summative metaevaluations—conducted following an evaluation—help audiences see an evaluation’s strengths and weaknesses, and judge its merit and worth. Metaevaluations are in public, professional, and institutional interests to assure that evaluations provide sound findings and conclusions; that evaluation practices continue to improve; and that institutions administer efficient, effective evaluation systems. Professional evaluators are increasingly taking their metaevaluation responsibilities seriously but need additional tools and procedures to apply their standards and principles of good evaluation practice.

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“…In his argument, Smith detailed three main sources of values influencing evaluation practice including: (1) the evaluation context itself, (2) the political aspects of evaluation, and (3) organizational influences. Smith later expanded this perspective to include other sources, such as organizational micro-cultures (Smith, 2007), ethics (Smith, 1998), social enterprises (Smith, 1995), and cultures (Smith, Chircop, & Mukherjee, 1993). He also suggested evaluation practice is, by its nature, a values-driven construct, and how even "neutral" evaluation approaches actually reflect value positions (Smith, 2007); thereby concluding that all evaluation approaches must be implemented purposefully, thoughtfully, and with awareness of the value positions they represent.…”

mentioning

confidence: 99%

Findings From an Empirical Exploration of Evaluators’ Values

LaVelle

Stephenson

Donaldson

et al. 2022

American Journal of Evaluation

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Psychological theory suggests that evaluators’ individual values and traits play a fundamental role in evaluation practice, though few empirical studies have explored those constructs in evaluators. This paper describes an empirical study on evaluators’ individual, work, and political values, as well as their personality traits to predict evaluation practice and methodological orientation. The results suggest evaluators value benevolence, achievement, and universalism; they lean socially liberal but are slightly more conservative on fiscal issues; and they tend to be conscientious, agreeable, and open to new experiences. In the workplace, evaluators value competence and opportunities for growth, as well as status and independence. These constructs did not statistically predict evaluation practice, though some workplace values and individual values predicted quantitative methodological orientation. We conclude by discussing strengths, limitations, and next steps for this line of research.

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Considerations on the development of culturally relevant evaluation standards

Cited by 11 publications

References 6 publications

Background and history of the Joint Committee's Program Evaluation Standards

Background and history of the Joint Committee's Program Evaluation Standards

The Metaevaluation Imperative

Findings From an Empirical Exploration of Evaluators’ Values

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