THE CASE FOR PARTICIPATORY EVALUATION
THE CASE FOR PARTICIPATORY EVALUATION
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DOI：
10.3102/01623737014004397
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发表时间：
1992-12-01
影响因子：
3.4
通讯作者：
EARL, LM
中科院分区：
文献类型：
--
作者：
COUSINS, JB;EARL, LM
参与式评估是基于利益相关者的模型的延伸，重点是通过增加主要用户参与应用研究过程的深度和范围来提高评估的利用率。本文对该方法进行了简要描述，并从理论和实证的角度对其进行了论证。关于组织学习的文献为参与式评价提供了理论支持，主要源于知识是社会建构的，认知系统和记忆是由组织成员发展和共享的观点。最近的26项实证研究被发现支持该模型的组织学习证明。研究被分为六个新兴类别之一：使用概念；参与对研究成果利用的影响；参与对利用传播知识的影响；研究训练的效果；大学的伙伴关系;以及内部评估。讨论了组织和评估人员的要求以及研究议程。
Participatory evaluation is Presented as an extension of the stakeholder-based model with a focus on enhancing evaluation utilization through primary users' increased depth and range of participation in the applied research process. The approach is briefly described and then justified from theoretical and empirical bases. The literature on organizational learning provides theoretical support for participatory evaluation stemming primarily from the view that knowledge is socially constructed and cognitive systems and memories are developed and shared by organization members. Twenty-six recent empirical studies were found to support an organizational learning justification of the model. Studies were classified into one of six emergent categories: conceptions of use; effects of participation on the use of research; effects of participation on the use of disseminated knowledge; effects of research training; school-university partnerships; and internal evaluation. Requirements of organizations and evaluators and an agenda for research are discussed.