Working with Assumptions in International Development Program Evaluation

Nkwake, Apollo M.; Bamberger, Michael

doi:10.1007/978-1-4614-4797-9

Cited by 12 publications

(6 citation statements)

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Section: Conclusion: Problem Representation Critique As a Tool For Evmentioning

confidence: 99%

“…For them, evaluative thinking is:critical thinking applied in the context of evaluation, motivated by an attitude of inquisitiveness and a belief in the value of evidence, that involves identifying assumptions , posing thoughtful questions, pursuing deeper understanding through reflection and perspective taking, and informing decisions in preparation for action. (p. 378; emphasis added)Elsewhere, Nkwake and colleagues (Nkwake, 2013, 2015; Nkwake & Morrow, 2016a, 2016b) have provided a thorough analysis of the importance of assumptions in evaluative thinking and evaluation practice. Summed up well in a quotation provided by Nkwake:Every human society rests on assumptions that, most of the time, are not only unchallenged but not even reflected upon.…”

Section: Conclusion: Problem Representation Critique As a Tool For Evmentioning

confidence: 99%

“…In other words, in every society there are patterns of thought that most people accept without question as being of the very nature of things. (Trachman & Bluestone, 2005, p. 131, quoted in Nkwake, 2013)From outside of the field of evaluation, Brookfield (2012) has also provided helpful insights on how to practice critical thinking on the tacit and explicit assumptions that shape our lives. Bacchi’s WPR approach adds a potentially very useful tool to the evaluator’s toolbox to help critically work with assumptions to improve evaluation practice.…”

Section: Conclusion: Problem Representation Critique As a Tool For Evmentioning

confidence: 99%

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What’s the Problem Represented to Be? Problem Definition Critique as a Tool for Evaluative Thinking

Archibald

2019

American Journal of Evaluation

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Problem definition in program planning and evaluation is rarely problematized. In this article, I discuss why the lack of problem problematization is itself problematic—in other words, why treating problems as self-evident can pose a risk for evaluation practice. Then, to help avoid such risks, I suggest Carol Bacchi’s “What’s the Problem Represented to Be?” approach as a useful tool to focus evaluative thinking on the frequently tacit step of problem definition. Bacchi’s approach, informed by feminist and poststructuralist epistemologies, is designed to facilitate critical interrogation of policies and programs, focusing on the social and value-laden ways in which problems are initially defined. I propose that evaluators can fruitfully use Bacchi’s tool to promote evaluative thinking about the assumptions that inhere problem representation and thus can help promote better evaluation.

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Section: Conclusion: Problem Representation Critique As a Tool For Evmentioning

confidence: 99%

Section: Conclusion: Problem Representation Critique As a Tool For Evmentioning

confidence: 99%

Section: Conclusion: Problem Representation Critique As a Tool For Evmentioning

confidence: 99%

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What’s the Problem Represented to Be? Problem Definition Critique as a Tool for Evaluative Thinking

Archibald

2019

American Journal of Evaluation

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“…One common concern across the reviewed papers was what precisely a ToC is and how it differs from other evaluation approaches, particularly logic models and logical frameworks (DuBow & Litzler, 2019;Freer & Lemire, 2019;Maini et al, 2018;Maru et al, 2018;Nkwake, 2013).…”

Section: Concern 1: Distinguishing Tocs From Other Evaluation Approachesmentioning

confidence: 99%

Toward Learning from Change Pathways: Reviewing Theory of Change and Its Discontents

Lam

2020

Canadian Journal of Program Evaluation

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The concept of Theory of Change (ToC) is well established in the evaluation literature, underpinning substantial research and practice efforts. However, its ability to facilitate learning has been increasingly critiqued. The objective of this paper is to identify, characterize, and evaluate concerns over the use of ToCs based on a review of relevant studies. Seven concerns are found: distinguishing ToCs from other evaluation approaches, conceptual vagueness, under-developed ToCs, contributing theoretical knowledge, stakeholder engagement, considering context, and capturing complexity. Priority areas for improvement include integrating context and complexity throughout the ToC process, contributing theoretical knowledge, and engaging stakeholders as appropriate.

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“…IV. Evaluative thinkers must be aware of-and work to overcome-assumptions and belief preservation (Brookfield, 2012;Lord et al, 1979;Nkwake, 2013). Promoters should offer a variety of structured and informal learning opportunities, such as those included in the list of practical strategies subsequently, to help people identify and question assumptions.…”

Section: Guiding Principles For Promoting Etmentioning

confidence: 99%

Defining and Teaching Evaluative Thinking

Buckley

Archibald

Hargraves

et al. 2015

American Journal of Evaluation

124

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Evaluative thinking (ET) is an increasingly important topic in the field of evaluation, particularly among people involved in evaluation capacity building (ECB). Yet it is a construct in need of clarification, especially if it is to be meaningfully discussed, promoted, and researched. To that end, we propose that ET is essentially critical thinking applied to contexts of evaluation. We argue that ECB, and the field of evaluation more generally, would benefit from an explicit and transparent appropriation of well-established concepts and teaching strategies derived from the long history of work on critical thinking. In this article, based on previous work in the fields of education, cognitive science, and critical thinking, as well as on our experience as ECB practitioners, we propose several guiding principles and specific strategies for teaching ET that draw directly from research on the teaching of critical thinking.In the field of evaluation, especially among people involved in evaluation capacity building (ECB), evaluative thinking (ET) is increasingly recognized as a key component of evaluation capacity and high-quality evaluation practice (despite that shared recognition, definitions of ET are varied and sometimes ambiguous. In the absence of a clear and shared definition, the phrase risks becoming an empty buzz word-Patton warns that ''As attention to the importance of evaluation culture and

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Working with Assumptions in International Development Program Evaluation

Cited by 12 publications

References 0 publications

What’s the Problem Represented to Be? Problem Definition Critique as a Tool for Evaluative Thinking

What’s the Problem Represented to Be? Problem Definition Critique as a Tool for Evaluative Thinking

Toward Learning from Change Pathways: Reviewing Theory of Change and Its Discontents

Defining and Teaching Evaluative Thinking

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