Program Evaluation as Problem Solving

John A. Ross
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John A. Ross: Ontario Institute for Studies in Education

Evaluation Review, 1985, vol. 9, issue 6, 659-679

Abstract: Metaphors can serve as powerful stimulants for clarifying purposes, roles, and practices in program evaluation The metaphor proposed in this article is that the behavior of teachers conducting small-scale evaluations of their own programs is analogous to the behavior of students solving curriculum-specific problems in classrooms, and that teaching methods for training students in problem-solving skills can be usefully adapted to training teachers in evaluation skills. The metaphor focuses attention on the construct of evaluation frameworks and on strategies for externally representing evaluation frameworks. A growth scheme and training strategy are empirically developed with evidence from three related case studies

Date: 1985
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:9:y:1985:i:6:p:659-679

DOI: 10.1177/0193841X8500900601

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