Evaluations That Respond: Prescription, Application, and Implications of Responsive Evaluation Theory for Community College Instructional Support Programs
Year: 2010
Type: article
Abstract: This study examines two community college instructional support programs to explore the effectiveness of an evaluation model responsive\nevaluation theory that may ease the tensions between a concern over programs' processes and reporting requirements for\nprogram outcomes. The study uses a comparative qualitative case study design and applies responsive evaluation's prescriptive steps to\nassess the research questions: How effectively does responsive evaluation theory operate as an evaluation model? How does responsive\nevaluation theory articulate with systematic evaluation theories? Results indicate that responsive evaluation can be an effective model if\nevaluators consult program faculty and staff, who in turn express an interest in building a collaborative evaluation, and if the purpose of\nthe evaluation is to examine process-oriented issues. Results further indicate that responsive and systematic evaluation models articulate\nwell in that outcomes-oriented issues can be examined within the context of a responsive evaluation. Finally, results demonstrate that the\nresponsive evaluation process can be highly politicized and, consequently, addresses the concerns of stakeholders to varying degrees.
Author: Nathan Durdella
Language: English
Subfield: Public Administration
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W72361342