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Assumptions at the philosophical and programmatic levels in evaluation

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  • Mertens, Donna M.

Abstract

Stakeholders and evaluators hold a variety of levels of assumptions at the philosophical, methodological, and programmatic levels. The use of a transformative philosophical framework is presented as a way for evaluators to become more aware of the implications of various assumptions made by themselves and program stakeholders. The argument is examined and demonstrated that evaluators who are aware of the assumptions that underlie their evaluation choices are able to provide useful support for stakeholders in the examination of the assumptions they hold with regard to the nature of the problem being addressed, the program designed to solve the problem, and the approach to evaluation that is appropriate in that context. Such an informed approach has the potential for development of more appropriate and culturally responsive programs being implemented in ways that lead to the desired impacts, as well as to lead to evaluation approaches that support effective solutions to intransigent social problems. These arguments are illustrated through examples of evaluations from multiple sectors; additional challenges are also identified.

Suggested Citation

  • Mertens, Donna M., 2016. "Assumptions at the philosophical and programmatic levels in evaluation," Evaluation and Program Planning, Elsevier, vol. 59(C), pages 102-108.
    • Handle: RePEc:eee:epplan:v:59:y:2016:i:c:p:102-108
    DOI: 10.1016/j.evalprogplan.2016.05.010
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    References listed on IDEAS

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    1. Psacharopoulos, George, 1994. "Returns to investment in education: A global update," World Development, Elsevier, vol. 22(9), pages 1325-1343, September.
    2. Kelly Levin & Benjamin Cashore & Steven Bernstein & Graeme Auld, 2012. "Overcoming the tragedy of super wicked problems: constraining our future selves to ameliorate global climate change," Policy Sciences, Springer;Society of Policy Sciences, vol. 45(2), pages 123-152, June.
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    Cited by:

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