An Evaluator's Balancing Act: Making Decisions about Methodological Rigor

Autor/inn/en	Braverman, Marc T.; Arnold, Mary E.
Titel	An Evaluator's Balancing Act: Making Decisions about Methodological Rigor
Quelle	In: New Directions for Evaluation, (2008) 120, S.71-86 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-6736
DOI	10.1002/ev.277
Schlagwörter	Information Needs; Evaluators; Program Evaluation; Evaluation Methods; Measurement Techniques; Time Management; Standards; Context Effect; Extension Education; Stakeholders; Financial Support + Suchen Sie Ihr Suchwort? Information need; Informationsbedürfnis; Programme evaluation; Programmevaluation; Messtechnik; Zeitmanagement; Standard; Erweitertes Bildungsangebot; Finanzielle Förderung
Abstract	Methodological rigor consists of a series of elements that, in combination, determine the confidence with which conclusions can be drawn from the evaluation results. These elements include evaluation design, conceptualization of constructs, measurement strategies, time frames, program integrity, and others. The authors examine the factors that influence rigor-related evaluation planning decisions and the relationship of rigor to evaluation use by the sponsoring organization. Rather than following generalized predetermined standards, decisions about rigor should be based on the specific organizational context, information needs for the evaluation, and anticipated benefits and costs of available methodological alternatives. Extension offers a rich organizational context for discussion because of the diversity and complexity of its funding, stakeholders, programs, and evaluations. Several roles are proposed through which evaluators can promote organizational learning with regard to the contribution of methodological rigor to sound evaluation practice. Two Extension evaluations are presented as examples; though they reflect differing levels of rigor, both were thoughtfully planned and resulted in strong use of findings. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10