Evaluation for Learning: A Cross-Case Analysis of Evaluator Strategies

Autor/inn/en	DeLuca, Christopher; Poth, Cheryl; Searle, Michelle
Titel	Evaluation for Learning: A Cross-Case Analysis of Evaluator Strategies
Quelle	In: Studies in Educational Evaluation, 35 (2009) 4, S.121-129 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2009.12.005
Schlagwörter	Evaluators; Discourse Analysis; Organizational Change; Faculty Development; Organizational Climate; Program Evaluation; Participatory Research; Evaluation Methods; Formative Evaluation; Inquiry; Foreign Countries; Learning Processes; Canada + Suchen Sie Ihr Suchwort? Diskursanalyse; Organisationswandel; Organisationsklima; Programme evaluation; Programmevaluation; Forschungstätigkeit; Ausland; Learning process; Lernprozess; Kanada
Abstract	Using a cross-case analysis of three distinct participatory program evaluations, this paper contributes to current discourse on how evaluators create opportunities for learning. Although each team of evaluators intended to promote planned process use, post-evaluation discussions amongst them identified evidence where use emerged throughout the evaluations. This article describes examples of emergent process use, identifies evaluator strategies, and promotes participatory evaluators as facilitators of learning and catalysts in organizational change. The need for further research related to the integration of evaluator reflection and strategies for enabling learning are identified. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10