Responsive evaluation
著者
書誌事項
Responsive evaluation
（New directions for program evaluation, No. 92）
Jossey-Bass, c2001
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注記
Includes bibliographies and index
内容説明・目次
内容説明
With his 1973 address titled "Program Evaluation, Particularly Responsive Evaluation," Robert Stake offered a new vision and rationale for educational and social program evaluation. In this vision, evaluation was reframed from the application of sophisticated analytic techniques that address distant policymakers' questions: of program benefits and effectiveness "on the average" to an engagement with on-site practitioners, about the quality and meaning of their practice. These innovative ideas helped accelerate a transformation of the evaluation enterprise into its current pluralistic character, within which remain multiple and varied legacies of key responsive evaluation principles. This volume offers some of those legacies, representing central epistemological, artistic, and political dimensions of Stake's original commitment to responsiveness. This is the 92nd issue of the Jossey-Bass series "New Directions for Evaluation".
目次
EDITORS' NOTES 1
Jennifer C. Greene, Tineke A. Abma
1. Stake's Responsive Evaluation: Core Ideas and Evolution
7
Tineke A. Abma, Robert E. Stake
From interview and text excerpts, the core ideas of Stake's
responsive evaluation are presented, as originally framed and in
their evolution over time.
2. Responsive Evaluation (and Its Influence on Deliberative
Democratic Evaluation) 23
Ernest R. House
The important contributions of responsive evaluation's orientation
to local issues and qualitative methods are highlighted, but also
tempered by a rejection of responsive evaluation's relativity in
favor of deliberation as a vehicle for adjudicating among competing
evaluative claims.
3. Nobody Knows My Name: In Praise of African American
Evaluators Who Were Responsive 31
Stafford Hood
A historical accounting of the work of early African American
educational evaluators demonstrates the critical place of race and
culture in both historical and contemporary visions of responsive
evaluation.
4. Becoming Responsive?and Some Consequences for
Evaluation as Dialogue Across Distance 45
Yoland Wadsworth
A vision of responsiveness as the political inclusion of
marginalized human service providers and end users is offered
through the author's critical and sustained efforts to enact this
vision in practice.
5. The Changing Face of Responsive Evaluation: A Postmodern
Rejoinder 59
Ian Stronach
The meanings of responsive evaluation are deconstructed, yielding
numerous tensions within the theory?tensions interpreted as
spaces for ongoing reinventions of creative practice.
6. Responsiveness and Everyday Life 73
Thomas A. Schwandt
Responsiveness is connected to our everyday ways of making sense of
the value of programs, and thus to a vision of evaluation as
indeterminate yet morally engaged with the textures and contours of
wise practice.
7. Responsive Evaluation Is to Personalized Assessment . . .
89
Linda Mabry
Parallels are drawn between personalized assessment of student
learning and responsive evaluation of educational programs. The
parallels are conceptual, epistemological, methodological, and
ideological.
INDEX 103
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