Evaluation and Social Research : Introducing Small-Scale Practice

by Irene Hall and David Hall

• ISBN13: 9780333930953
• ISBN10: 0333930959
• Format: Trade Paper
• Copyright: 2004-06-19
• Publisher: Red Globe Pr

Summary

Evaluation is a large and growing field with applications to a wide range of disciplines - including sociology, social work, social policy, psychology, health, nursing, education, community development, etc. This text explains the different perspectives and needs of researchers and practitioners at the local level in plain, accessible English and develops a model for small scale evaluation. It offers a practical approach to the challenges of evaluation research, well illustrated with examples, and suitable for students and practitioners alike.

Author Biography

Irene Hall is a Senior Lecturer in Sociology at Liverpool Hope University.

David Hall is a Senior Lecturer in Applied Sociology at the University of Liverpool

Table of Contents

Last of Tables	xi
List of Figures	xii
Preface and Acknowledgements	xiii
1 Introduction	1	(25)
What is this book about?	1	(2)
Where does this book fit in the growing literature on evaluation?	3	(1)
How is the book structured?	4	(1)
Evaluation and research	5	(2)
What is social research?	5	(1)
What is evaluation?	6	(1)
Introducing the model of small-scale evaluation	7	(1)
Defining 'small-scale': restriction or strength?	8	(1)
Principles of small-scale evaluation	9	(2)
Partnering	9	(1)
Evaluator's role	9	(1)
Evaluation for development	9	(1)
Evaluation for use	10	(1)
Ethics	10	(1)
Scale	10	(1)
Resources	10	(1)
Rights to the report	10	(1)
Experiential learning	11	(1)
Students	11	(1)
Small-scale evaluation: some issues and considerations	11	(9)
Students as evaluators	11	(2)
Negotiation	13	(2)
Agreement	15	(2)
Health and safety	17	(1)
Assessment	17	(1)
Access and ethics	18	(1)
Resources and research design considerations	18	(2)
Are the findings of small-scale evaluation ever used?	20	(6)
Diversity of use	20	(2)
Consultation and contact	22	(1)
Timing of evaluation	23	(1)
Managerial willingness to act on evaluation	23	(3)
2 Understanding Evaluation	26	(34)
Summary	26	(1)
Overview of evaluation issues	27	(1)
Evaluation as everyday activity	27	(1)
Defining evaluation	28	(1)
Formative and summative evaluation	29	(1)
Evaluation history: public programs and the 'classic' evaluation model	30	(1)
Emergence of different kinds of evaluation	31	(3)
Three major approaches to evaluation	31	(3)
The role of the evaluator	34	(3)
Roles of other evaluation participants	37	(4)
Commissioners of evaluation	37	(1)
Sponsors and gatekeepers	38	(1)
Other Stakeholders	39	(2)
Timing of evaluation in relation to program activity	41	(1)
The link between evaluation and policy	42	(2)
Models of' evaluation practice	44	(1)
Models which emphasize accountability	44	(2)
Impact assessment/outcome evaluation (the 'classic' model)	44	(1)
Goal-free evaluation	45	(1)
Models which emphasize development/process	46	(6)
Process evaluation	46	(1)
Illuminative evaluation	47	(1)
Responsive evaluation	48	(1)
Utilization-focused evaluation	49	(1)
Participatory evaluation	49	(2)
Empowerment evaluation	51	(1)
Theorizing evaluation	52	(1)
Fourth-generation evaluation	52	(2)
Theory-driven evaluation	54	(1)
Realistic evaluation	55	(2)
Revisiting the small-scale evaluation model	57	(1)
Student projects	58	(2)
3 Evaluation and Ethics	60	(32)
Summary	60	(1)
Introduction	61	(1)
Models of evaluation and the treatment of ethics	61	(2)
How can evaluation be seen as fair judgement?	63	(1)
Evidence and response: presenting critical findings	64	(11)
Evidence-based evaluation: ethical issues	67	(4)
Being seen to be independent: ethical issues	71	(3)
Student evaluators and independence	74	(1)
Independence and justice: codes and dilemmas	75	(17)
Key principles	76	(1)
Codes	76	(11)
Dilemmas: justice and care	87	(5)
4 Planning Research	92	(44)
Summary	92	(1)
Planning evaluation research	92	(1)
Setting the evaluation questions	92	(3)
Negotiating the research design	95	(2)
Criteria for research design	97	(1)
Combining multiple methods	98	(3)
Research plan checklist	101	(1)
Research activities and methods	102	(1)
Epistemology and the role of the researcher	102	(2)
Methods of experiencing	104	(6)
Observation	104	(6)
Methods of enquiring	110	(12)
The survey	110	(7)
Qualitative interviews	117	(5)
Notifying subjects	122	(1)
Recording the information	122	(2)
Research with children	124	(1)
Research with and by disabled people	125	(1)
Methods of examining	126	(2)
Local area statistics	126	(1)
Organizational records	127	(1)
Personal records	128	(1)
Sampling	128	(1)
Selection of participants in the research	128	(1)
Probability samples	129	(2)
Non-probability samples	131	(3)
Quota sampling	131	(1)
Theoretical sampling	132	(1)
Snowball sampling	133	(1)
Samples of convenience	133	(1)
Suggestions for further reading	134	(2)
5 Analysing the Data	136	(27)
Summary	136	(1)
Quantitative or structured data	137	(1)
Data and the rules of measurement	137	(5)
Organizing quantitative data for analysis	139	(3)
Using computers with quantitative data	142	(7)
Checking the information for consistency and errors	142	(1)
Reducing and summarizing the information	143	(2)
Looking for patterns in the data	145	(2)
Testing hypotheses or constructing explanations	147	(2)
Recognizing associations	149	(1)
Qualitative or naturalistic data	150	(1)
Analysing recorded interviews	151	(1)
Transcription	152	(1)
Accuracy in transcription	152	(1)
Thematic analysis	153	(2)
Coding data	155	(2)
Applying codes	155	(1)
Categorizing codes, reducing information and developing explanations	156	(1)
Narrative	157	(2)
Oral history	159	(2)
Representation in qualitative analysis	161	(1)
Suggestions for further reading	162	(1)
6 Reporting on Evaluation: Communicating to Audiences	163	(26)
Summary	163	(1)
The final report - structure and audiences	164	(1)
Style and language	165	(1)
Using language sensitively	166	(1)
Constructing the text	167	(5)
Presenting criticisms	172	(2)
Beginning the written report	174	(1)
Structure of the written report	175	(9)
Title	175	(1)
Contents list	175	(1)
Acknowledgements	176	(1)
Executive summary	176	(2)
Introduction and background information	178	(1)
Purpose of evaluation and methods chosen	179	(1)
Results and findings	180	(1)
Conclusions and recommendations	181	(3)
Appendices	184	(1)
Presentation	184	(1)
Length	185	(1)
Making the report accessible to readers and writers with dyslexia	186	(1)
Dissemination	187	(2)
7 Reflecting on Evaluation	189	(27)
Summary	189	(1)
Thinking about reflexivity and reflection	190	(1)
Reflexivity	191	(3)
Position of the researcher	192	(2)
Reflection	194	(2)
Experiential learning	196	(1)
Developing reflexivity and reflection in evaluation practice	197	(1)
Research diary	198	(6)
Structure	198	(6)
Reflective account	204	(10)
Assessing the process of evaluation: the role of reflection	214	(1)
Reflection within the evaluation report?	214	(2)
8 Case-studies of Small-Scale Evaluation	216	(19)
Summary	216	(1)
Charington Hostel	216	(11)
Executive summary	217	(1)
Research methods	218	(1)
Limitations of the sample	219	(1)
Negotiating the role of evaluator	220	(1)
The findings	221	(2)
Meaning of 'home'	223	(2)
Conclusions and recommendations	225	(1)
Response of the client	226	(1)
Comment	226	(1)
Oriel Day and Resource Centre	227	(8)
Executive summary	228	(1)
Research methods	229	(1)
The findings	229	(3)
Conclusions and recommendations	232	(1)
Response of the client	232	(1)
Comment	233	(2)
Appendix 1: Evaluation Agreement	235	(2)
Appendix 2: Risk Assessment	237	(2)
Appendix 3: Health and Safety Questionnaire	239	(3)
Bibliography	242	(10)
Index	252