What Guides Evaluation? A Study of How Evaluation Practice Maps onto Evaluation Theory

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A Systematic Review of Theory-Driven Evaluation Practice From 1990 to 2009 (2011, background): “…to carry out empirical studies to scrutinize such assumptions and to test specific hypotheses about evaluation practice (Alkin & Christie, 2005; Christie, 2003; Henry & Mark, 2003; Mark, 2007; Shadish, Cook, & Leviton, 1991; Smith, 1993; Stufflebeam & Shinkfield, 1985, 2007; Worthen, 2001;…”
Evaluator Competencies (2008, background): “…be disentangled, so presenting a linear evolution is inaccurate and impractical (Alkin, 1991; Alkin, Daillak, & White, 1979; Alkin & Stecher, 1983; Christie, 2003; Cousins & Earl, 1999; Patton, Grimes, Guthrie, Brennan, French, & Blyth, 1977; Scriven, 1991; Shadish & Epstein, 1987; Stufflebeam &…”
Establishing Essential Competencies for Program Evaluators (2005, methodology): “The tasks of formulating and validating theories of effective practice, as traditionally pursued in most other social science disciplines, have not generally been a focus within the field of program evaluation (Christie, 2003; Stufflebeam, 2001).”
Evaluation Use (2009, background): “However, attention to the involvement of stakeholders extends beyond the aforementioned approaches; indeed, it is accepted more generally that stakeholder involvement increases evaluation use (Christie, 2003; Greene, 1988; Turnbull, 1999).”