Program Evaluation as Problem Solving
Metaphors can serve as powerful stimulants for clarifying purposes, roles, and practices in program evaluation The metaphor proposed in this article is that the behavior of teachers conducting small-scale evaluations of their own programs is analogous to the behavior of students solving curriculum-specific problems in classrooms, and that teaching methods for training students in problem-solving skills can be usefully adapted to training teachers in evaluation skills. The metaphor focuses attention on the construct of evaluation frameworks and on strategies for externally representing evaluation frameworks. A growth scheme and training strategy are empirically developed with evidence from three related case studies
Year of publication: |
1985
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Authors: | Ross, John A. |
Published in: |
Evaluation Review. - Vol. 9.1985, 6, p. 659-679
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Saved in:
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