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Program Evaluation as Problem Solving

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  • John A. Ross

    (Ontario Institute for Studies in Education)

Abstract

Metaphors can serve as powerful stimulants for clarifying purposes, roles, and practices in program evaluation The metaphor proposed in this article is that the behavior of teachers conducting small-scale evaluations of their own programs is analogous to the behavior of students solving curriculum-specific problems in classrooms, and that teaching methods for training students in problem-solving skills can be usefully adapted to training teachers in evaluation skills. The metaphor focuses attention on the construct of evaluation frameworks and on strategies for externally representing evaluation frameworks. A growth scheme and training strategy are empirically developed with evidence from three related case studies

Suggested Citation

  • John A. Ross, 1985. "Program Evaluation as Problem Solving," Evaluation Review, , vol. 9(6), pages 659-679, December.
    • Handle: RePEc:sae:evarev:v:9:y:1985:i:6:p:659-679
    DOI: 10.1177/0193841X8500900601
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    References listed on IDEAS

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    1. Nagel, Stuart S., 1983. "Dealing with unknown variables in policy/program evaluation," Evaluation and Program Planning, Elsevier, vol. 6(1), pages 7-18, January.
    2. Fleischer, Mitchell, 1983. "The evaluator as program consultant," Evaluation and Program Planning, Elsevier, vol. 6(1), pages 69-76, January.
    3. Ross, John A., 1981. "A remedial strategy for data analysis," Evaluation and Program Planning, Elsevier, vol. 4(2), pages 131-138, January.
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