Analysis of Evaluation Theory - Research Paper Example

? Analysis of evaluation theory In this literature review, focus gets provided on the purpose of evaluation theories and their methods. The paper begins with a brief introduction and overview of what is evaluation theory. The body of the literature focuses on three purposes of evaluation theories and their interaction with evaluation methods. The body literature then offers an analysis on the interaction of evaluation theories and methods and how it is vital to strike a balance between the two subjects of evaluation. The paper concludes with a summary of the literature review presented in the entire paper. Introduction There are a range of evaluation theories that can confuse new practitioners and learners who intend to grasp on ways of evaluating programs. Examples of these evaluation theories include; goal free, empowerment, utilization- focused, and developmental (Lisa, 2006). The different forms of evaluation sprout from the same base of social accountability, social inquiry, and fiscal control (Valerie, 2004). From this base, evaluation orientations further branches out into three main areas; use, methods, and valuing. It is from these branches, various evaluation perspectives from various thought leaders get obtained. These perspectives get to offer learners and researchers on the various evaluation methods, their application, and how to align themselves with the evaluation orientation that best matches their program context or values (Darlene, 2008). It is vital that evaluators get to understand the cross cutting evaluation theories and terminology that is available for the stakeholders. It is vital that new and skilled evaluators get to determine and understand what the various evaluation theories or methods are for. Purpose of evaluation theories and methods Evaluation theory serves various purposes. However, its vital function is to act as a guide to practice. It is incomprehensible to learn on the latest methodological advancement without understanding the relevant evaluation theory concerned (Eleanor, 2013). This situation creates a scenario where evaluators get to learn what to do without understanding why or when to do what they do. It is vital that a good evaluator gets to understand the evaluation theories so that they can choose and employ the appropriate methods. Evaluation theories assist the evaluators past simply making good judgments on what kind of methods to employ but rather under what situations, and towards what kinds of evaluation influence. First off, evaluation theories help to bring back prior experience and thus consolidate lessons learned. Evaluation theories can help evaluators to posses a sophisticated and deep understanding of how organizations carry out their decisions and get influenced by evaluation findings (Lisa, 2006). Knowledge of the theories assists evaluators to learn from other people or organizations experiences. Evaluators who fail to grasp the knowledge of evaluation theories risk repeating past mistakes, which also leave them vulnerable to failure to sustaining and building on past successes. Secondly, the comparison of evaluation theories assists those in the field in determining and understanding the vital areas that illicit debate within the field. Through comparison of the evaluation theories, one gets to determine the gaps present within the field and how they affect their field. This comparative look at the evaluation theories assists evaluators to garner on what issues remains unsettled and elusive in their field of practice (Sung, 2002). Undertaking a look at the different theories present in the field assists the practitioners to obtain different perspectives on what the purpose of evaluation is or how it should get employed. Thirdly, it is vital that evaluators get to embody the knowledge of evaluation theories such that it becomes a part of their identity. Evaluation theory in its embodiment is the basis and core of becoming an evaluator (Valerie, 2004). The knowledge of evaluation theories assists those that enter into the field of evaluation to grasp on how to employ the methods of evaluation. The grasp of evaluation theories assists to distinguish those in the field from other people in other fields who might possess equal or superior methodological expertise. The diversity obtained from the various ways that people join the field of evaluation should get used as reinforcement for people to understand the importance of studying evaluation theories. Finding a balance between evaluation theory and methods The choices of methods can become harder for evaluators who posses more knowledge on evaluation theories. This is so because different evaluation theories undertake different perspectives on what the uses of evaluation should get focused on, and how evaluation should get conducted in achieving those uses. Different leaders offer different and various perspectives on the use and employment of evaluation theories (Sung, 2002). These perspectives make the task of selecting an evaluation theory for a program daunting. It is vital for evaluators to learn how to make these choices without relying on implicit choices. Evaluation theories can assist in making choices on methods (Lisa 2006). Some of the evaluation theories cover a very wide base, which provide evaluators with an easy task of selecting them for various programs. Such theories appear to cover and match various methods that can get employed by practitioners. It is vital that learners and practitioners get to understand the different theories and various perspectives so that they can avoid selecting a single theory as their preferred choice in solving and understanding all problems they encounter (Darlene, 2008). By understanding the various perspectives, evaluators can begin to have a common ground in relation to making choices about methods. Most evaluation theories are contingent in nature. They seem to advocate for different approaches under different situations (Valerie, 2004). This nature of evaluation theories allow for evaluators to get to learn and obtain knowledge on the various perspectives offered by multiple evaluation theories. Familiarity with contingent evaluation theories assists those in the field to decipher the reasons for not using one evaluation design over the other. The ideal balance between theories and methods can get struck if evaluators and practitioners within the field get to become multilingual in terms of their knowledge of evaluation theories (Darlene, 2008). Knowledge of the various perspectives of different theories assists practitioners to broaden their understanding and easily make choices over time. It is vital to strike a balance on the knowledge of theories and the methods dispensable. This balance creates room for making informed choices. Conclusion There is a range of evaluation theories. All evaluation theories get formed on the basis of social inquiry, social accountability, and fiscal control. Evaluation theories serve various purposes but its main function is acting as a guide to practice. The knowledge of evaluation theories is vital for evaluators and beginners within the field of evaluation. It is paramount that practitioners within this field get to learn on the theories so that they can get to grasp on how to make choices of the methods available and how to employ the chosen methods of evaluation. Knowledge of the evaluation theories also assists those within the field to have a multi faceted approach towards solving and understanding problems that require evaluation. References Darlene, R. (2008). Improving the quality of evaluation participation: a meta-evaluation. Human Resource development International, 11 (1), 35-50. Eleanor, C. (2013). Balancing Evaluation Theory and Practice in the Real World. American Journal of evaluation, 34 (1), 91-98. Lisa, W. (2006). Commonly held theories of human resource development. Human Resource Development International,1 (1), 75-93. Sung, Lee. (2002). Dimensions and design criteria for developing training reaction evaluations. Human Resource Development International, 5 (1), 175-197. Valeria, Stead. (2004). Business focused evaluation: a case study of a collaborative model. Human Resource Development International, 7 (1), 39-56. Read More