Dealing with complexity: theory of change evaluation and the full service extended schools initiative
Dealing with complexity: theory of change evaluation and the full service extended schools initiative
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应对复杂性：变革评估理论和全方位服务扩展学校计划
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
L. Todd
中科院分区：
文献类型：
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作者：
A. Dyson;L. Todd
英国的全面服务扩展学校(FSES)倡议旨在建设学校的能力，以便在一系列儿童、家庭和社区背景下部署多种干预措施，以改善儿童和家庭的生活，并增强他们所在地区的可持续性。因此，扩大学校的作用并将其工作与其他儿童和家庭服务机构的工作相结合是更广泛的国际发展的一部分。这类举措的复杂性和不确定性给评价人员带来了特殊的挑战，意味着简单的投入产出评价方法是不适当的。本文报告了一种变化理论方法在FSES评估中的应用。它认为，这种方法能够更好地处理复杂性。然而，在实践中，这种方法并不是简单地以一种对背景更敏感的方式复制标准成果评价程序。相反，它涉及到被视为有价值的成果的根本性转变，侧重于潜力而不是有效性，以及行动者和评估者的作用。论文的结论是，随着学校角色的扩大，教育评价者也将不得不重新思考自己的角色。
The full service extended schools (FSES) initiative in England sought to build the capacity of schools to deploy multiple interventions across a range of child, family, and community contexts in order to improve the lives of children and families, and to enhance the sustainability of the areas where they live. As such, it was part of wider international developments to broaden the role of schools and integrate their work with that of other child and family services. The complexity and indeterminacy of such initiatives present particular challenges to evaluators, and mean that simple input–output approaches to evaluation are inappropriate. This paper reports the use of a theory of change approach to the FSES evaluation. It argues that an approach of this kind is better able to deal with complexity. However, in practice, this approach did not simply replicate standard outcomes evaluation processes in a more context‐sensitive way. Rather, it involved fundamental shifts in what counted as valued outcomes, in a focus on potential rather than effectiveness, and in the roles of actors and evaluators. The paper concludes that, as the role of schools widens, educational evaluators will also have to rethink their roles.