Participant-Oriented Evaluation Presentation (2)

8/4/2019 Participant-Oriented Evaluation Presentation (2)

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Participant-OrientedEvaluation

Prepared by:

ENGR. ROSIE JANE P. SIOSAN

PhD Curriculum Development



According to Elspeth Huxley

The best thing to find things out is not to askquestions at all. If you fire off a question, it is

like firing off a gun-bang it goes, and everythingtakes flight and runs for shelter. But if you sitquite still and pretend not to be looking, all thelittle facts will come and peck around your feet,situations will venture forth from thickets, and

intentions will creep out and sun themselves ona stone; and if you are very patient, you will seeand understand a great deal more than a manwith a gun does.



Participant-Oriented Evaluation

Evaluation approach focusing on the

participants Participants have interest in the results

Developed in response to the needsand interests of those associated with

the evaluation



PARTICIPANT –ORIENTEDEVALUATION

Uses “instruments” as its methodologythrough observation, interview, survey,test and experiments.

According to Fitzpatrick, in this

evaluation, “The evaluator is in the

role of the learner and thestakeholders serve as teachers.”



Characteristics of Participant –

Oriented Evaluation

Depend in inductive reasoning[observe, discover, understand]

Use multiple data sources [subjective,objective, quantitative, qualitative]

Do not follow a standard plan [process

evolves as participants gain experience inthe activity] Record multiple rather than single

realities [e.g., focus groups]



Participant-Oriented Evaluation

Approaches

Stake’s Countenance Framework Transactional Evaluation

Illuminative Evaluation

Democratic Evaluation Responsive Evaluation

Naturalistic Evaluation



STAKE’S COUNTENANCE MODEL

Introduced by ROBERT STAKE, first

evaluation theorist to introduceparticipant oriented evaluation in thefield of education.




This model attempts to describe thething being evaluated and render

judgment about the thing’s value orworth.

It has two basic acts of evaluation thedescription and judgment .




Evaluation Framework












Using the framework, the evaluator, Provide background, justifications, and

description of program rationale List intended antecedents, transactions, and

outcomes Record observed antecedents, transactions,

and outcomes

Explicitly state standards for judging programantecedents, transactions, and outcomes

Record judgments made about antecedentconditions, transactions, and outcomes



TRANSACTIONAL EVALUATION




According to Rippey, transactionalevaluation gives emphases on theprocess of program improvement, forexample by encouraging anonymous

feedback from those that a changewould affect and then a group processto resolve the differences.




It involves not only the protagonistsand the designers of the innovation,but also a representative sample of people likely to be affected by theconsequence of change.




Contributions1. Formative evaluation is improved

through the involvement of a widerrange of opinions and values in theevaluation design.

2. Increased organizational efficiency

and greater program benefits resultbecause of attentiveness to potentialrole threats.




Contributions

3. The concern of the evaluator forhuman values as well as programoutcomes places him in a betterrelationship with personnel involvedin the change, bringing greaterhonesty of interchange and thusmore valid data




Contributions

4. Involvement of a wider range of interested personnel in evaluationleaves a residue of organizationaland evaluative skills that arepotential for the organization,persisting beyond either terminationor the solidification of the originalchange




Steps followed in a complete and

comprehensive transactionalevaluation

Initial

Instrumentation

Program development Program monitoring

Recycling



ILLUMINATIVE EVALUATION




The basic idea is for the investigator to hang

out with the participants (students, teachers,etc.) to pick up how they think and feel aboutthe situation, and what the importantunderlying issues are.

Ethnography

This process creates a dynamic community of learners as people engage in the art andscience of evaluating themselves.




Approach that followed a socialanthropology paradigm

Observation - to explore and becomefamiliar with the day-to-day reality of thesetting being studied

Further inquiry - to focus study byinquiring further on selected issues Explanation - to seek to explain observed

patterns and cause-effect relationships





Holistic - evaluators attending closely tothe various contexts of a program beingevaluated and seeking to portray theprogram as a working whole, as anindividual organizational construction thatneeds to be examined simultaneouslyfrom different perspectives.





Responsive - with researchers workingclosely to provide all concerned with aprogram with a genuinely helpful report,that might take many different forms anddraw on many diverse sources andmethods, but is designed to interest, toinform, to add to their understanding.



Implementation of Participant-

Oriented Evaluation

When to use

When cost is not an issue

When time allows When responding to stakeholders

When evaluator can take on the role of the learner

When not to use

When detailed quantitative data is essential When there is “controlled, laboratory or contrived

setting” (Jacobs, 1985).



Strengths of Naturalistic andParticipant Oriented Approach

Emphasizes human element

Gain new insights and theories

Flexibility, attention to contextual variables

Encourages multiple data collection methods

Provides rich, persuasive information Establishes dialogue with and empowers

quiet, powerless stakeholders



Weaknesses of Naturalistic andParticipant Oriented Approach

Subjective Expensive Labor intensive Potential for evaluators to lose

objectivity Can Take some time



OTHER INTRIGUING

PARTICIPANT APPROACHES

1. Development evaluation – evaluation process and

activities that support program or organizationaldevelopment. The evaluator is part of a team whosemembers collaborate to conceptualize, design, andtest new approaches in a long term, on-going processof continuous improvement, adaptation, andintentional change. The evaluator’s primary functionin a team is to elucidate team discussions with

evaluative data and logic, and to facilitate data-baseddecision-making in the developmental process.(Patton, 1994)



OTHER INTRIGUING


1. Stakeholder-based evaluation – an evaluation

in which selected stakeholders representing alllegitimate groups were consulted at the planningand data – interpretation phases of theevaluation.(Bryk and Mark and Shotland,1985b)

2. Emancipatory evaluation – proposed to freethose persons who are the most marginalized, or

oppressed, or with the least power, andempower them to control their own destiny bythe use of the results of the study.( Merten’s 1999)





OTHER INTRIGUING


4. Utilization-focused evaluation –begins with the

premise that evaluations should be judged by theirutility and actual use. Also evaluators are seen tohave a responsibility for training users in evaluationprocesses and the uses of information.

5. Empowerment evaluation – vaulted ontoevaluation’s center stage by Fetterman’s (1994)presidential address delivered to the AmericanEvaluation Association. In it, he urges evaluators tohelp participants to take evaluation into their ownhands and conduct self evaluations,,,”seeking”…assistance of an evaluator to act as a coach.





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Participant-Oriented Evaluation Presentation (2)