Evaluation Theory, Models, and Applications

DANIEL L. STUFFLEBEAM, PHD, is Distinguished University Professor Emeritus at Western Michigan University, Kalamazoo.
 
CHRIS L. S. CORYN, PHD, 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 Journal of MultiDisciplinary Evaluation.

The golden standard evaluation reference text
 
Now in its second edition, Evaluation Theory, Models, and Applications 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 Second Edition is an essential update for professionals and students who want to stay current. Understanding and choosing evaluation approaches is critical to many professions, and Evaluation Theory, Models, and Applications, Second Edition is the benchmark evaluation guide.
 
Authors 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. Evaluation Theory, Models, and Applications, Second Edition facilitates the process of planning, conducting, and assessing program evaluations. The highlighted evaluation approaches include:
* Experimental and quasi-experimental design evaluations
* Daniel L. Stufflebeam's CIPP Model
* Michael Scriven's Consumer-Oriented Evaluation
* Michael Patton's Utilization-Focused Evaluation
* Robert Stake's Responsive/Stakeholder-Centered Evaluation
* Case Study Evaluation
 
Key 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 Evaluation Theory, Models, and Applications, Second Edition updates the core evaluation concepts with the latest research, making this complex field accessible in just one book.

List of Figures, Tables, and Exhibits xiii
 
Dedication xvii
 
Preface xix
 
Acknowledgments xxiii
 
The Author xxv
 
Introduction xxvii
 
Changes to the First Edition xxviii
 
Intended Audience xxviii
 
Overview of the Book's Contents xxix
 
Study Suggestions xxxii
 
Part One: Fundamentals of Evaluation 1
 
1 OVERVIEW OF THE EVALUATION FIELD 3
 
2 EVALUATION THEORY 45
 
3 STANDARDS FOR PROGRAM EVALUATIONS 69
 
Part Two: An Evaluation of Evaluation Approaches and Models 105
 
4 BACKGROUND FOR ASSESSING EVALUATION APPROACHES 107
 
5 PSEUDOEVALUATIONS 117
 
6 QUASI-EVALUATION STUDIES 133
 
7 IMPROVEMENT- AND ACCOUNTABILITY-ORIENTED EVALUATION APPROACHES 173
 
8 SOCIAL AGENDA AND ADVOCACY EVALUATION APPROACHES 191
 
9 ECLECTIC EVALUATION APPROACHES 213
 
10 BEST APPROACHES FOR TWENTY-FIRST-CENTURY EVALUATIONS 229
 
Part Three: Explication of Selected Evaluation Approaches 247
 
11 EXPERIMENTAL AND QUASI-EXPERIMENTAL DESIGN EVALUATIONS 249
 
12 CASE STUDY EVALUATIONS 291
 
13 DANIEL STUFFLEBEAM'S CIPP MODEL FOR EVALUATION: AN IMPROVEMENT AND ACCOUNTABILITY-ORIENTED APPROACH 309
 
14 MICHAEL SCRIVEN'S CONSUMER-ORIENTED APPROACH TO EVALUATION 341
 
15 ROBERT STAKE'S RESPONSIVE OR STAKEHOLDER-CENTERED EVALUATION APPROACH 373
 
16 MICHAEL PATTON'S UTILIZATION-FOCUSED EVALUATION 403
 
Part Four: Evaluation Tasks, Procedures, and Tools 421
 
17 IDENTIFYING AND ASSESSING EVALUATION OPPORTUNITIES 423
 
18 FIRST STEPS IN ADDRESSING EVALUATION OPPORTUNITIES 435
 
19 DESIGNING EVALUATIONS 445
 
20 BUDGETING EVALUATIONS 479
 
21 CONTRACTING EVALUATIONS 505
 
22 COLLECTING EVALUATIVE INFORMATION 519
 
23 ANALYZING AND SYNTHESIZING INFORMATION 557
 
24 COMMUNICATING EVALUATION FINDINGS 589
 
Part Five: Metaevaluation and Institutionalizing and Mainstreaming Evaluation 629
 
25 METAEVALUATION: EVALUATING EVALUATIONS 631
 
26 INSTITUTIONALIZING AND MAINSTREAMING EVALUATION 671
 
Glossary 691
 
References 713
 
Index 744