| Foreword to the first edition |
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v | |
| Guide to contents |
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vii | |
| List of guides, diagrams and tables |
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xiii | |
| Preface to the first edition |
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xiv | |
| Preface to this edition |
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xvi | |
| Acknowledgements |
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xviii | |
| Preamble |
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Who and what this book is for |
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1 | (5) |
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The value of doing everyday evaluation—and why we don't do it |
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1 | (2) |
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3 | (1) |
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But how on earth can-we make time for it? |
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4 | (2) |
| Introduction |
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6 | (9) |
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A familiar everyday process |
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6 | (1) |
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What are we doing when we evaluate? |
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7 | (1) |
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An example: Your tea or coffee mug |
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8 | (5) |
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13 | (2) |
| A Conceptual Framework |
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2 The evaluative research cycle |
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15 | (40) |
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15 | (1) |
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Reflection: Noticing discrepancy |
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16 | (2) |
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18 | (18) |
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18 | (1) |
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Who the evaluation is for: The concept of the critical reference group |
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19 | (5) |
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The other parties to the evaluation, in relation to the critical reference group |
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24 | (1) |
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25 | (1) |
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Taking a critical reference group perspective |
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26 | (3) |
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How does this perspective affect the evaluation? |
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29 | (1) |
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What of the place of the external evaluator? |
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30 | (2) |
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Requirements for outsiders and insiders |
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32 | (1) |
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Insiders as outsiders—and vice versa |
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33 | (1) |
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Returning to the evaluation question |
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34 | (2) |
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Fieldwork and interpretation |
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36 | (10) |
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A 'grounded' or 'naturalistic' approach |
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38 | (6) |
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The importance of context |
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44 | (2) |
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Feedback, analysis, reflection, synthesis and drawing conclusions |
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46 | (2) |
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Assessing past and current actions |
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46 | (1) |
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Thinking about new actions |
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46 | (2) |
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Planning and putting it into practice |
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48 | (2) |
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49 | (1) |
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50 | (5) |
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It did not get out of touch with the situation |
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50 | (1) |
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It did justice to everyone's views and ideas |
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51 | (1) |
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We learned things from it—it broke new ground |
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52 | (1) |
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What it came up with was useful |
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53 | (1) |
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It took time to go 'full cycle' |
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54 | (1) |
| Two Approaches To Evaluation |
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3 Open inquiry and audit review |
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55 | (37) |
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Local and central audiences for evaluation |
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55 | (4) |
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Evaluation for reporting and accountability |
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59 | (3) |
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60 | (1) |
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60 | (1) |
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60 | (1) |
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Records/written documents |
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61 | (1) |
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61 | (1) |
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What if you already know the value of what you are doing? |
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62 | (1) |
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Embarking on new evaluation: Open inquiry and/or audit review |
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62 | (30) |
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Reviewing on the basis of previous conclusions |
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63 | (5) |
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Moving forward to new conclusions |
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68 | (1) |
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68 | (1) |
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69 | (4) |
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The two approaches in historical context |
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73 | (3) |
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Drawbacks of only evaluating against objectives, targets and outcomes |
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76 | (5) |
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Drawbacks of open inquiry evaluation |
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81 | (5) |
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Questions that address each of the two approaches in sequence |
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86 | (6) |
| Doing Evaluation |
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4 Developing a culture of evaluation |
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92 | (33) |
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92 | (1) |
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93 | (1) |
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Cycles of continuous monitoring and evaluation |
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94 | (1) |
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95 | (2) |
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Looking back: Retrospective evaluation |
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95 | (2) |
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Looking forward: Prospective evaluation |
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97 | (1) |
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Daily informal personal reflection |
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97 | (5) |
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102 | (3) |
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The teacher consultant's diary |
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103 | (1) |
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The career for a person with Alzheimer's disease |
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103 | (1) |
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103 | (2) |
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Special-effort evaluations of particular aspects of practice or activities |
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105 | (10) |
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Evaluating a group-work class or series of workshops |
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106 | (6) |
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112 | (1) |
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113 | (2) |
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Monthly collective issue-pooling sessions |
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115 | (2) |
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115 | (1) |
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Reporting on reflexive evaluations |
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116 | (1) |
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Annual what-have-we-achieved-to-date and where-are-we-heading-next-year efforts |
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117 | (2) |
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117 | (2) |
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119 | (1) |
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Comprehensive program stocktakes every three to five years |
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119 | (4) |
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An example: A three-year evaluation of a grants program |
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120 | (3) |
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123 | (2) |
| The Evaluation Industry's Toolbox |
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125 | (82) |
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125 | (2) |
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Evaluating the evaluation approaches |
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127 | (1) |
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References describing a range of different evaluation approaches |
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128 | (1) |
| Index |
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129 | (78) |
| Some Reading |
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207 | (1) |
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Small guides and articles |
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208 | (2) |
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210 | (1) |
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211 | |