Internal Formative Meta-Evaluation: Assuring Quality in Evaluation Practice

Autor/inn/en	Harnar, Michael A.; Hillman, Jeffrey A.; Endres, Cheryl L.; Snow, Juna Z.
Titel	Internal Formative Meta-Evaluation: Assuring Quality in Evaluation Practice
Quelle	In: American Journal of Evaluation, 41 (2020) 4, S.603-613 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harnar, Michael A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214020924471
Schlagwörter	Evaluation Methods; Formative Evaluation; Evaluation Research; Quality Assurance; Stakeholders; Standards; Evaluators + Suchen Sie Ihr Suchwort? Evaluationsforschung; Qualitätssicherung; Standard
Abstract	The term "meta-evaluation"--referring to the "evaluation of evaluations"--has been in the evaluation lexicon for a half-century. Despite this longevity, research on meta-evaluation is sparse and even more so for internal formative types of meta-evaluation. This exploratory study builds on our understanding of meta-evaluative methods by exploring evaluators' approaches to ensuring quality practice. A sample of practitioners was drawn from the American Evaluation Association membership and invited to share their quality assurance practices through an online survey. Respondents reported using a variety of tools to ensure quality in their practice, including published and unpublished standards, principles and guidelines, and processes involving stakeholder engagement at various stages of evaluation. A distinction was identified between an intrinsic, merit-focused perspective on quality that is more or less controlled by the evaluator and an extrinsic, worth-focused perspective on quality primarily informed by key stakeholders of the evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01