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Journal articles on the topic 'Evaluation theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Guyadeen, Dave, and Mark Seasons. "Evaluation Theory and Practice: Comparing Program Evaluation and Evaluation in Planning." Journal of Planning Education and Research 38, no. 1 (2016): 98–110. http://dx.doi.org/10.1177/0739456x16675930.

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This article reviews the major approaches of program evaluation and evaluation in planning. The challenges to evaluating plans and planning are discussed, including the reliance on ex ante evaluations, a lack of outcome evaluation methodologies, the attribution gap, and institutional hurdles. Areas requiring further research are also highlighted, including the need to develop appropriate evaluation methodologies; creating stronger linkages between program evaluation and evaluation in planning; examining the institutional and political contexts guiding the use (and misuse) of evaluation in prac

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2

Evangelidis, Ioannis, and Stijn M. J. van Osselaer. "Interattribute evaluation theory." Journal of Experimental Psychology: General 148, no. 10 (2019): 1733–46. http://dx.doi.org/10.1037/xge0000552.

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3

Fitz-Gibbon, Carol Taylor, and Lynn Lyons Morris. "Theory-based evaluation." Evaluation Practice 17, no. 2 (1996): 177–84. http://dx.doi.org/10.1016/s0886-1633(96)90024-0.

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4

Yurak, Vera Vasilievna. "Genesis of evaluation theory, connection with value theory." KANT 41, no. 4 (2021): 6–14. http://dx.doi.org/10.24923/2222-243x.2021-41.1.

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In the development of evaluation theory, there is a trend of gradual complication through the emergence of new evaluation paradigms, approaches and methods, which proves the constant development of the evaluation theory and its relevance. However, evaluation theory is still full of many unresolved problems. These problems are basically related to the lack of a well-built theoretical framework for evaluation, based on fundamental research on the genesis and evolution of the evaluation theory coupled with the value theory. The purpose of the study is to study the genesis of the evaluation theory

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5

HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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6

Brousselle, Astrid, and Jean-Marie Buregeya. "Theory-based evaluations: Framing the existence of a new theory in evaluation and the rise of the 5th generation." Evaluation 24, no. 2 (2018): 153–68. http://dx.doi.org/10.1177/1356389018765487.

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In this article we defend the idea that theory-based evaluations—contribution analysis, logic analysis, and realist evaluation—are complementary components of a new theory in evaluation. We also posit that we are currently observing the emergence of a fifth generation in evaluation: the explanation generation. Theory-based evaluations have featured prominently in the discourse of evaluators since the mid-1980s. They have developed mainly in response to the need for evaluation of complex interventions. In this article we analyze certain approaches that have matured in their design and applicati

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7

Hansen, Morten Balle, and Evert Vedung. "Theory-Based Stakeholder Evaluation." American Journal of Evaluation 31, no. 3 (2010): 295–313. http://dx.doi.org/10.1177/1098214010366174.

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8

Leviton, Laura C. "Evaluation Practice and Theory." American Journal of Evaluation 36, no. 2 (2015): 238–42. http://dx.doi.org/10.1177/1098214015573070.

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9

Molas-Gallart, Jordi, and Andrew Davies. "Toward Theory-Led Evaluation." American Journal of Evaluation 27, no. 1 (2006): 64–82. http://dx.doi.org/10.1177/1098214005281701.

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10

McBride, Mark. "Evaluation and Legal Theory." Modern Law Review 66, no. 4 (2003): 661–64. http://dx.doi.org/10.1111/1468-2230.66040094.

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11

Copeland-Carson, Jacqueline. "“Theory-Building” Evaluation Anthropology." NAPA Bulletin 24, no. 1 (2008): 7–16. http://dx.doi.org/10.1525/napa.2005.24.1.007.

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12

Greene, Jennifer C. "Logic and evaluation theory." Evaluation and Program Planning 38 (June 2013): 71–73. http://dx.doi.org/10.1016/j.evalprogplan.2012.03.017.

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13

Ballart, Xavier. "Spanish Evaluation Practice Versus Program Evaluation Theory." Evaluation 4, no. 2 (1998): 149–70. http://dx.doi.org/10.1177/13563899822208509.

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14

Alkin, Marvin C., Christina A. Christie, and Naomi A. Stephen. "Choosing an Evaluation Theory: A Supplement to Evaluation Roots (3rd Edition)." Journal of MultiDisciplinary Evaluation 17, no. 41 (2021): 51–60. http://dx.doi.org/10.56645/jmde.v17i41.709.

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Background: Unlike scientific theories, evaluation theories are prescriptive: a set of actions and approaches that should be followed when conducting an evaluation. While evaluation theorists have offered a variety of writings describing their theories and approaches, few have offered a specific outline of what the theory looks like in practice. Thus, Alkin and Christie formulated a book to aid evaluators in how to apply theories in evaluations (Alkin & Christie, forthcoming). This book culminates in a series of prototypes that outline each theory’s goals, appropriate contexts, prescriptio

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15

Nørholm, Morten. "Outlining a theory of the social and symbolic function of evaluations of education." Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker 1 (May 21, 2019): e1467. http://dx.doi.org/10.15845/praxeologi.v1i0.1467.

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AbstractThe article presents the results of a research project focusing on evaluations of education as a part of a New Public Management in the area of education.The empirical material consists of:- 8 state-sanctioned evaluations of the formal training programs for the positions in a medical field- various texts on evaluations- various examples of Danish evaluation research.A field of producers of Danish evaluation research is constructed as part of a field of power: analogous to the analysed evaluations, Danish evaluation research forms a discourse legitimizing socially necessary administrati

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16

Deng, Pu Jun, Jian Dong Lu, and Wei Fang. "Research on Applying Fuzzy Theory into Printer Quality Evaluation." Applied Mechanics and Materials 469 (November 2013): 362–67. http://dx.doi.org/10.4028/www.scientific.net/amm.469.362.

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From printing technology’s perspective, printing quality is determined by the comprehensive effects of all the printing product appearance features. The factors which dominate to comprehensive effects of all the printing product appearance features include definition of image, tone rendering, color rendering, uneven, and gloss, etc. In the print quality evaluation, this factor is affected by many other factors. Therefore, printing quality evaluations are indeterminate. Most of printing quality evaluations belongs to fuzzy theory, which brings a lot of troubles to the printing quality evaluatio

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17

Mertens, Donna M. "Inclusive Evaluation: Implications of Transformative Theory for Evaluation." American Journal of Evaluation 20, no. 1 (1999): 1–14. http://dx.doi.org/10.1177/109821409902000102.

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18

Mertens, D. "Inclusive evaluation: Implications of transformative theory for evaluation." American Journal of Evaluation 20, no. 1 (1999): 1–14. http://dx.doi.org/10.1016/s1098-2140(99)80105-2.

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19

Lee, Eunsuk, and Yu Ri Kim. "Evaluation Use in International Development Cooperation and Stakeholder Roles: A Theory of Change Approach." Korea Association of International Development and Cooperation 16, no. 2 (2024): 1–23. http://dx.doi.org/10.32580/idcr.2024.16.2.1.

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Purpose: This study aims to provide a theoretical foundation and practical examples to enhance evaluation use among various stakeholders by exploring the mechanisms of evaluation use in international development cooperation through the Theory of Change (ToC). Originality: By developing a ToC specifically for development cooperation evaluation, this research advances the discourse on evaluation use. It establishes a foundational basis for theoretical discussions on diverse evaluation applications and identifies the roles of various stakeholders. Methodology: The study begins with a comprehensiv

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20

Kerr, Sandy. "Kaupapa Māori Theory-based Evaluation." Evaluation Journal of Australasia 12, no. 1 (2012): 6–18. http://dx.doi.org/10.1177/1035719x1201200102.

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In an environment where Māori approaches to evaluation are developing quickly, with ever-widening influence, this article is an attempt to capture the theoretical roots of Kaupapa1 Māori evaluation approaches. From a range of Kaupapa Māori theorists, six principles are drawn and their relevance to evaluation theory and practice is discussed. These principles are then mapped to major movements in evaluation theory, illustrating how Kaupapa Māori theory-based evaluation, arising as a unique praxis within the context of Aotearoa2 New Zealand, has strong alignment with international developments.

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21

Jones, Lorelei. "The art and science of non-evaluation evaluation." Journal of Health Services Research & Policy 23, no. 4 (2018): 262–67. http://dx.doi.org/10.1177/1355819618779614.

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This essay considers some limitations of programme theory evaluation in relation to healthcare policies. This approach, which seeks to surface ‘programme theories’ or construct ‘logic models’, is often unable to account for empirical observations of policy implementation in real-world contexts. I argue that this failure stems from insufficient theoretical elaboration of the social, cultural and political dimensions of healthcare policies. Drawing from institutional theory, critical theory and discourse theory, I set out an alternative agenda for policy research. I illustrate the issues with re

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22

Cahyani, Siska, and Satya Perdana. "Textbooks evaluation by Ur’s Theory." Journal of English Language and Pedagogy 2, no. 2 (2019): 162. http://dx.doi.org/10.36597/jelp.v2i2.4869.

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The objectives of this study are to: (1) describe the appropriateness of textbooks used by seventh grade junior high school with the criteria of good textbooks developed by Ur’s theory, and (2) reveal the strengths and weaknesses of each textbook. This research was conducted using evaluation research. The data was obtained through document analysis and interviewing expert. Ur’s theory was used to analyze the data. The objects of this research for analysis were two English textbooks; WERB and Bright for seventh grade junior high school. The research found out When English Ring a Bell meets eigh

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23

Hills, Gerald E., Lee Hertzman, Sumaria Mohan-Neill, et al. "Marketing Theory: Evolution and Evaluation." Journal of Marketing 54, no. 1 (1990): 138. http://dx.doi.org/10.2307/1252180.

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24

Karmanov, Mikhail V., Oksana V. Kuchmaeva, and Olga L. Petrjakova. "DEMOGRAPHIC SECURITY: THEORY, METHODOLOGY, EVALUATION." Statistics and Economics, no. 4 (January 1, 2015): 123–28. http://dx.doi.org/10.21686/2500-3925-2015-4-123-128.

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25

EI-Tallawy, Gamal N. "Polysystem Translation Theory Re-Evaluation." مجلة الآداب والعلوم الإنسانیة 28, no. 2 (1998): 35–54. http://dx.doi.org/10.21608/fjhj.1998.133595.

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26

McGill, Brian J., Brian A. Maurer, and Michael D. Weiser. "EMPIRICAL EVALUATION OF NEUTRAL THEORY." Ecology 87, no. 6 (2006): 1411–23. http://dx.doi.org/10.1890/0012-9658(2006)87[1411:eeont]2.0.co;2.

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27

Witkin, Stanley L., and Shimon Gottschalk. "Alternative Criteria for Theory Evaluation." Social Service Review 62, no. 2 (1988): 211–24. http://dx.doi.org/10.1086/644543.

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28

Germuth, Amy A. "Advances in Evaluating Evaluation Theory." American Journal of Evaluation 31, no. 3 (2010): 418–20. http://dx.doi.org/10.1177/1098214010372250.

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29

Dahler-Larsen, Peter. "Theory-Based Evaluation Meets Ambiguity." American Journal of Evaluation 39, no. 1 (2017): 6–23. http://dx.doi.org/10.1177/1098214017716325.

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As theory-based evaluation (TBE) engages in situations where multiple stakeholders help develop complex program theory about dynamic phenomena in politically contested settings, it becomes difficult to develop and use program theory without ambiguity. The purpose of this article is to explore ambiguity as a fruitful perspective that helps TBE face current challenges. Literatures in organization theory and political theory are consulted in order to cultivate the concept of ambiguity. Janus variables (which work in two ways) and other ambiguous aspects of program theories are classified and exem

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30

Shadish, William R., and Thomas D. Cook. "Donald Campbell and Evaluation Theory." American Journal of Evaluation 19, no. 3 (1998): 417–22. http://dx.doi.org/10.1177/109821409801900318.

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31

Fawcett, Jacqueline. "Criteria for Evaluation of Theory." Nursing Science Quarterly 18, no. 2 (2005): 131–35. http://dx.doi.org/10.1177/0894318405274823.

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32

Van Dyk, Sandra. "The Evaluation of Race Theory." Journal of Black Studies 24, no. 1 (1993): 77–87. http://dx.doi.org/10.1177/002193479302400105.

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33

Scholten, Jan. "Evaluation of the Plant Theory." Homœopathic Links 30, no. 03 (2017): 187–88. http://dx.doi.org/10.1055/s-0037-1602392.

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This article discusses the value of the Plant theory in practice. This was done by informally asking around 10 homeopaths about their experience with the Plant theory. The complexity of the Plant kingdom makes several factors to be ascertained. This complexity takes time to learn. Though the benefits are great once it is learned. The learning is more than worth the time it takes. It opens the whole botanical world.

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34

Shadish, W. "Donald Campbell and evaluation theory." American Journal of Evaluation 19, no. 3 (1998): 417–22. http://dx.doi.org/10.1016/s1098-2140(99)80227-6.

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35

Scriven, Michael. "The Theory behind Practical Evaluation." Evaluation 2, no. 4 (1996): 393–404. http://dx.doi.org/10.1177/135638909600200403.

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36

Christie, Christina A., and Marvin C. Alkin. "Evaluation theory tree re-examined." Studies in Educational Evaluation 34, no. 3 (2008): 131–35. http://dx.doi.org/10.1016/j.stueduc.2008.07.001.

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37

Birckmayer, Johanna D., and Carol Hirschon Weiss. "Theory-Based Evaluation in Practice." Evaluation Review 24, no. 4 (2000): 407–31. http://dx.doi.org/10.1177/0193841x0002400404.

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38

Alexander, H. A. "Eisner's Aesthetic Theory of Evaluation." Educational Theory 36, no. 3 (1986): 259–70. http://dx.doi.org/10.1111/j.1741-5446.1986.00259.x.

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39

Brousselle, Astrid, and François Champagne. "Program theory evaluation: Logic analysis." Evaluation and Program Planning 34, no. 1 (2011): 69–78. http://dx.doi.org/10.1016/j.evalprogplan.2010.04.001.

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40

Wallis, Anne Baber. "Evaluation Theory, Models, and Applications." JAMA 299, no. 22 (2008): 2692. http://dx.doi.org/10.1001/jama.299.22.2692.

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41

Wiersma, Reviewed by William. "Evaluation Theory, Models, & Applications." Journal of MultiDisciplinary Evaluation 6, no. 11 (2008): 109–11. http://dx.doi.org/10.56645/jmde.v6i11.197.

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42

Rogers, Patricia J., and Carol H. Weiss. "Theory-based evaluation: Reflections ten years on: Theory-based evaluation: Past, present, and future." New Directions for Evaluation 2007, no. 114 (2007): 63–81. http://dx.doi.org/10.1002/ev.225.

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43

Mgbekem, M. A., I. N. Ojong, F. E. Lukpata, M. Armon, and V. Kalu. "Middle range theory evaluation: bridging the theory-practice gap." Global Journal of Pure and Applied Sciences 22, no. 2 (2016): 249. http://dx.doi.org/10.4314/gjpas.v22i2.13.

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44

Leviton, L. C. "Program Theory and Evaluation Theory in Community-based Programs." American Journal of Evaluation 15, no. 1 (1994): 89–92. http://dx.doi.org/10.1177/109821409401500111.

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45

Leviton, Laura C. "Program theory and evaluation theory in community-based programs." Evaluation Practice 15, no. 1 (1994): 89–92. http://dx.doi.org/10.1016/0886-1633(94)90065-5.

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46

Xu, Xing, Xingzhi Wang, and Guangzhong Sun. "Coal-Mine Water-Hazard Risk Evaluation Based on the Combination of Extension Theory, Game Theory, and Dempster–Shafer Evidence Theory." Water 16, no. 20 (2024): 2881. http://dx.doi.org/10.3390/w16202881.

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Due to the complex hydrogeological conditions and water hazards in coal mines, there are multiple indexes, complexities, incompatibilities, and uncertainty issues in the risk evaluation process of coal-mine water hazards. To accurately evaluate the risk of coal-mine water hazards, a comprehensive evaluation method based on extension theory, game theory, and Dempster–Shafer (DS) evidence theory is proposed. Firstly, a hierarchical water-hazard risk-evaluation index system is established, and then matter-element theory in extension theory is used to establish a matter-element model for coal-mine

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47

Ruzita Ahmad, Mohammad Hafiz Ismail, Shukor Sanim Mohd Fauzi, and Tajul Rosli Razak. "An Assessment Mechanism for Integrated Software Sustainability Evaluation Model via Evaluation Theory." Applied Mathematics and Computational Intelligence (AMCI) 13, no. 4 (2024): 113–29. http://dx.doi.org/10.58915/amci.v13i4.1486.

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Evaluation of software sustainability aids in decision-maker’s identification of the specific actions needed to guarantee sustainability for current and future generations. The prior approach to assessment focused on how the business environment was changing and using the high-quality software sustainability evaluation model (SSEM) affected those changes. Numerous well-established quality models, concepts, and understandings impacted on SSEM trends. These act as frameworks for developing software evaluations, the outcomes of which are applied to the assessment of generic software procedures. T

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48

Appius, Stephanie. "Sustainability of further training in the education system: An evaluation model for analyzing the effectiveness of further training." Evaluation in teacher education 16, no. 2 (2024): 270–87. http://dx.doi.org/10.62350/jmhs3127.

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The effectiveness and sustainability of further education are of interest to many actors in the education system. Accordingly, evaluation projects are often intended to prove the effectiveness of further education. Evaluations are often unable to provide an empirical measurement of impact. Alternatives are therefore needed as to how the impact and sustainability of further education can be evaluated. In this article, an evaluation model based on theory and saturated with practical evaluation experiences is presented. The theory offers many determinants of effective teacher further education, f

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49

Antin, Judd. "Empowerment Evaluation: From Theory to Practice." Practicing Anthropology 27, no. 2 (2005): 23–26. http://dx.doi.org/10.17730/praa.27.2.n218072454gm8n7q.

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This article will focus on the practical application of the principles and methods of empowerment evaluation. Empowerment evaluation, conceptualized by Dr. David M. Fetterman, is described as "the use of evaluation concepts, techniques, and findings to foster improvement and self-determination" (Fetterman 1997). (For a complete description of the empowerment evaluation model, see Fetterman's 2001 book Foundations of Empowerment Evaluation). While that description tends towards the abstract, the practical sum of the debate between proponents and critics appears to be that empowerment evaluation

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50

Parry, J. T. "The high terrace gravels, Northeast Thailand - a re-evaluation and an integrated theory of their origin." Zeitschrift für Geomorphologie 40, no. 2 (1996): 145–75. http://dx.doi.org/10.1127/zfg/40/1996/145.

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