The Twelve-Part Typology of Evaluation Uses

2021 ◽  
Vol 2021 (1) ◽  
pp. 101-130
Author(s):  
Evert Vedung

Bringing evaluation insights to use is a mantra among evaluators. Their standard solution is to discern instrumental, conceptual, and legitimizing uses as utilizations of evaluation products and to regard use of evaluation processes as a fourth type essentially different from the previous three. In two fundamental ways, this article is breaking loose from this three-times-one typology of use. One deviation is adding tactical, ritual, and constitutive product uses to the prevailing triad of instrumental, conceptual, and legitimizing uses. Even more fundamental is the second divergence, where all six uses are joined not only to product use but to process use as well. This means that all six types of use will turn up in the form of both product use and process use, leading to a six-times-two pattern instead of the three-times-one-uses-of-evaluation typology. The result is the Twelve-part typology of evaluation uses. After elaborating on the evaluation product-use/evaluation process-use distinction, the paper deliberates on the twelve-part evaluation uses typology in detail and provides practical examples of them all for illumination.

2007 ◽  
Vol 2007 (116) ◽  
pp. 75-85 ◽  
Author(s):  
Frances Lawrenz ◽  
Douglas Huffman ◽  
J. Randy McGinnis

2019 ◽  
Vol 30 (2) ◽  
pp. 191-214
Author(s):  
Bernard Afiik Akanpabadai Akanbang ◽  
Gordon Dugle ◽  
Millicent Awialie Akaateba

This paper uses Q Methodology to ascertain the views of project staff on how they could be involved in evaluation in order to enhance process use.  Structured interviews were conducted with twenty-five project staff who participated in two project evaluations within the context of participatory evaluation in Ghana. It emerged that the use of Q Methodology in evaluation studies enhances the mainstreaming of process use by helping to focus on the critical issues in participatory evaluation practice. Process use is enhanced when ample time is provided for intensive interaction with evaluation stakeholders from the formative stage of evaluation. Process use also requires evaluators to create an environment that is supportive of mutual interaction and closeness in working relations with stakeholders. The research concludes that process use in evaluation is attained through well-planned evaluation that gives voice to project staff and emphasises shared learning. The study recommends critical attention to active participation of project staff, group processes and shared learning, if process use is to be achieved by evaluation. Further research is needed to clarify which form(s) of stakeholder involvement in evaluations contributes more positively to process use.


2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.


2014 ◽  
Vol 23 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Mary Ann Abbott ◽  
Debby McBride

The purpose of this article is to outline a decision-making process and highlight which portions of the augmentative and alternative communication (AAC) evaluation process deserve special attention when deciding which features are required for a communication system in order to provide optimal benefit for the user. The clinician then will be able to use a feature-match approach as part of the decision-making process to determine whether mobile technology or a dedicated device is the best choice for communication. The term mobile technology will be used to describe off-the-shelf, commercially available, tablet-style devices like an iPhone®, iPod Touch®, iPad®, and Android® or Windows® tablet.


2009 ◽  
Vol 19 (3) ◽  
pp. 105-112 ◽  
Author(s):  
Geralyn Harvey Woodnorth ◽  
Roger C. Nuss

Abstract Many children with dysphonia present with benign vocal fold lesions, including bilateral vocal fold nodules, cysts, vocal fold varices, and scarring. Evaluation and treatment of these children are best undertaken in a thoughtful and coordinated manner involving both the speech-language pathologist and the otolaryngologist. The goals of this article are (a) to describe the team evaluation process based on a “whole system” approach; (b) to discuss etiological factors and diagnosis; and (c) to review current medical, behavioral, and surgical treatments for children with different types of dysphonia.


2000 ◽  
Vol 5 (5) ◽  
pp. 4-5
Author(s):  
James B. Talmage ◽  
Leon H. Ensalada

Abstract Evaluators must understand the complex overall process that makes up an independent medical evaluation (IME), whether the purpose of the evaluation is to assess impairment or other care issues. Part 1 of this article provides an overview of the process, and Part 2 [in this issue] reviews the pre-evaluation process in detail. The IME process comprises three phases: pre-evaluation, evaluation, and postevaluation. Pre-evaluation begins when a client requests an IME and provides the physician with medical records and other information. The following steps occur at the time of an evaluation: 1) patient is greeted; arrival time is noted; 2) identity of the examinee is verified; 3) the evaluation process is explained and written informed consent is obtained; 4) questions or inventories are completed; 5) physician reviews radiographs or diagnostic studies; 6) physician records start time and interviews examinee; 7) physician may dictate the history in the presence of the examinee; 8) physician examines examinee with staff member in attendance, documenting negative, physical, and nonphysiologic findings; 9) physician concludes evaluation, records end time, and provides a satisfaction survey to examinee; 10) examinee returns satisfaction survey before departure. Postevaluation work includes preparing the IME report, which is best done immediately after the evaluation. To perfect the IME process, examiners can assess their current approach to IMEs, identify strengths and weaknesses, and consider what can be done to improve efficiency and quality.


2007 ◽  
Author(s):  
Saiwing Yeung ◽  
Hiroaki Morio ◽  
Kaiping Peng

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams

2001 ◽  
Author(s):  
Deborah Lehrman-Waterman ◽  
Nicholas Ladany
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