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Empowerment Evaluation
Abstract
Empowerment evaluation is the use of evaluation concepts and techniques to foster self-determination. The focus is on helping people help themselves. This evaluation approach focuses on improvement, is collaborative, and requires both qualitative and quantitative methodologies. It is also highly flexible and can be applied to evaluation in any area, including health, education, business, agriculture, microcomputers, non-profits and foundations, government, and technology. It is a multifaceted approach with many forms, including training, facilitation, advocacy, illumination, and liberation.
... As part of the co-monitoring phase, municipal committees can play a key role in monitoring and evaluating the NBS implementation process, by identifying monitoring procedures, tracking the flow of each proposal and activating unblocking procedures . In this context, the municipal committees can take advantage of participatory methods and processes such as community-based monitoring (Allegretti et al., 2014) and empowerment evaluation (Fetterman, 2021). ...
... Therefore, it covers the process itself, the results and impact of participation, and the different aspects of evaluation guiding the selection of methods, including in terms of participatory monitoring and evaluation and participatory impact assessment. It could also take advantage of participatory methods and processes such as community-based monitoring (Allegretti et al., 2014) and empowerment evaluation (Fetterman, 2021). ...
This chapter provides an overview to co-creation and co-governance in the context of nature-based solutions, its policy and societal relevance in order to drive systemic change towards mainstreaming nature-based solutions (NBS). Moreover, it emphasizes NBS importance in strategic and enabling EU and global policy frameworks. The first section draws attention to the variety of strands that underpin the concepts of co-creation and co-governance. Likewise, it highlights how the concepts of co-creation and co-governance are intrinsically interrelated. This is followed by a section that discusses the added value of co-creation and co-governance in NBS planning. The third section gives a snapshot of relevant EU and global frameworks for NBS, while the fourth section underlines the essential role of co-creation and governance for mainstreaming NBS in strategic planning processes and policymaking.
... For over a decade, program evaluators engaging in critical, decolonizing, feminist, and culturally responsive evaluation have acknowledged evaluation's complicity in reproducing social inequities (Mertens, 2015;Hall, 2020;Sielbeck-Bowen et al., 2002;Smith, 2012;Symonette et al., 2020;Hood et al., 2015). Drawing on previous efforts to respond to context and complexity in the evaluation process (e.g., by developmental evaluation; Patton, 2010), this growing and diverse branch of "transformative" evaluation (Mertens & Wilson, 2012) has made essential contributions toward advancing multiple aspects of social justice in the field. 1 Stakeholder engagement approaches, such as empowerment evaluation (Fetterman, 1994;Fetterman & Wandersman, 2007), have developed methods that can enhance participation, ownership, and voice of program participants and staff. Approaches focused on cultural context and identity, such as culturally responsive evaluation (Symonette, 2005;Hood et al., 2015) and Indigenous evaluation (e.g., Cram et al., 2018;Chilisa et al., 2016;Waapalaneexkweew (Bowman) & Dodge-Francis, 2018;Cajete, 2000;Kovach, 2010) have expanded evaluation frameworks and methods toward acknowledging the importance of positionality and incorporating multiple ways of being and knowing. ...
Evaluation approaches that aim to support large-scale social change need to address neoliberal logic ingrained in the way evaluation has been institutionalized in the US since the early 1900s. Harmful dynamics resulting from evaluation’s institutional history include (1) a focus on accountability and effectiveness, (2) the perpetuation of deficit-based narratives about communities of color, and (3) a top-down approach to program development, in which funders define program goals and assessment criteria and outside academics are hired to provide research services. In consequence, evaluation contributes to the extraction and devaluation of community expertise rather than fostering learning, collaboration, critical reflection, and healing. This article highlights ways of addressing these harmful dynamics through a case study that exemplifies an innovative evaluation approach focused on community strengths and values, healing ethno-racial trauma, and critical consciousness building. We call for funders to rethink their requirements for evaluation and emphasize the need to support evaluation infrastructure, time for critical reflection, and the development of community- and asset-based, culturally responsive evaluation approaches and tools.
This handbook is designed as a toolbox for applied and practice-orientated migration and integration research. After a concise introduction to the most important concepts of transdisciplinary and participatory research, key methodological requirements and challenges are presented. At the heart of the book are the individual instruments that encourage collaborative evaluation of integration work and the impact of migration. This practice handbook, which also contains suggestions for reflection on and the dissemination of results, is aimed at academics, policymakers, practitioners in public administration and civil society organisations as well as volunteers.
This handbook is designed as a toolbox for applied and practice-orientated migration and integration research. After a concise introduction to the most important concepts of transdisciplinary and participatory research, key methodological requirements and challenges are presented. At the heart of the book are the individual instruments that encourage collaborative evaluation of integration work and the impact of migration. This practice handbook, which also contains suggestions for reflection on and the dissemination of results, is aimed at academics, policymakers, practitioners in public administration and civil society organisations as well as volunteers.
In the process of reflecting on urban development the responsible officials and parties involved see themselves exposed to an “evaluation boom.” There seems to be no obvious way around evaluations in urban development that take the form of method-guided reflection on decisions and their consequences. It no longer seems to be a question of whether we evaluate, but how we evaluate. This proliferation of evaluation projects is often explained by the fact that evaluations should enable learning processes (cf. Wilhelm 2012, p. 20; Rolfes 2007, p. 75 ff.). This is not surprising, since for years there has been increasing interest in evaluations at the highest political level. For example, the German government is also giving greater priority to evaluation and set out in 2019 to further develop the existing evaluation concept for legislative projects and to develop corresponding working aids for ministries and subordinate authorities. According to this concept, both the effects and achievement of objectives are to be analyzed and opportunities to be created for learning and optimization (cf. Deutscher Bundestag 2020, pp. 17 and 70). “Evaluations should enable learning and improvement and thus [provide] an evidence-based foundation for possible further development and adaptation […] of regulatory projects” (Deutscher Bundestag 2020, p. 70).
Valutare il guadagno formativo di un'esperienza è tema attuale e cogente in ambito di apprendimento non formale e informale. A tal proposito, l'articolo presenta un modello di valutazione formativa utilizzato nelle attività di apprendimento esperienziale denominata "Sentirsi in alto mare" dell'associazione EFESP (Ecosistemi Formativi Esperienziali) e rivolto a professionisti quali docenti, insegnanti, educatori, facilitatori, psicologi ed esperti delle risorse umane sia ai fini della loro formazione iniziale1, sia per la loro formazione in servizio. Nella complessa articolazione del modello valutativo utilizzato, coerentemente con il modello formativo esperienziale, in questa sede si discute, nello specifico, un questionario strutturato per mappare il mindset per l'agire competente dei soggetti coinvolti nelle attività formative. Si discuteranno alcune questioni teoriche e implicazioni metodologiche rispetto alla funzione formativa della valutazione che accompagna attività di apprendimento esperienziale, fornendo alcune indicazioni operative.
Developed empowerment theory and replicated previous research on citizen participation and perceived control. Few investigators have designed studies that specifically test empowerment theory. This research further extends a theoretical model of psychological empowerment that includes intrapersonal, interactional, and behavioral components, by studying a large randomly selected urban and suburban community sample and examining race differences. Results suggest that one underlying dimension that combines different measures of perceived control may be interpreted as the intrapersonal component of psychological empowerment, because it distinguishes groups defined by their level of participation in community organizations and activities (behavioral component). The association found between the intrapersonal and behavioral components is consistent with empowerment theory. Interaction effects between race groups and participation suggest that participation may be more strongly associated with the intrapersonal component of psychological empowerment for African Americans than for white individuals. Implications for empowerment theory and intervention design are discussed.
Picture a piece of land on the Iowa River in Central Iowa. Some of it is bottomland that floods over. Some of it is wooded hillside. Some is useful for farming. For the past 100 years this has been the home of a growing community of American Indians who call themselves Mesquakies. They are commonly known as Fox Indians. After the Blackhawk War they were removed from Illinois and Iowa to Kansas. They defied the government, however, and in 1857 a few of them sought and received permission from the state of Iowa to buy 80 acres of land on which to settle. The 80 acres have grown to 3300. The population has grown to some 600 persons who think of this settlement as home even though many work and live in the towns and the cities of the white world—which in the meantime has surrounded their land and their lives.
'A very useful contribution to the evaluation literature. The authors have attempted (quite successfully) to describe, by means of five case studies, how evaluation data is utilized and how evaluators conduct their evaluations during the total process from design to implementation to final report.' -- Choice, December 1979
This paper presents ideas for the development and utilization of a comprehensive evaluation plan for an accelerated school. It contains information about the purposes of a comprehensive evaluation, the evaluation design, and the kinds of data that might be gathered and used. The first section, "An Approach to Evaluation: Multiple Purposes and Multiple Perspectives," includes the following topics: (1) "Formative and Summative Evaluation Purposes"; (2) "An Ethnographic Perspective"; (3) "Intracultural Diversity"; (4) "Contextualization"; (5) "Nonjudgmental Orientation"; (6) "Emic or Insider's Perception"; and (7) "A Quantitative Perspective." The second section, "Getting Started: The Baseline Description, Summative Design, and Formative Evaluation Procedures," covers the following topics: (1) "A Baseline Description of the Accelerated School"; (2) Developing an Overall Evaluation Plan"; (3) "Comparative Bases for Summative Evaluation"; (4) "Time"; (5) "Curriculum and Instructional Methods"; (6) "Decision Making"; and (7) "Establishing Formative Evaluation Procedures." The second section, "Monitoring Progress: Ongoing Evaluation of Student Learning," includes the following topics: (1) "Systematic Classroom Observations"; (2) "Portfolios of Student Work"; (3) "Homework"; (4) "Grades and Report Cards"; (5) "Standardized Tests"; and (6) "Summing Up." Four notes and 50 references are included. (JS)
The collaborative five-phase process of an action research team's two-year project in a New Hampshire junior high school is described. This qualitative study sheds light on team experiences, developmental phases, interpersonal tasks/issues, group processes, outcomes, and staff-development experiences. Team meetings/projects create an outlet for teachers' frustrations with their schools. (TJH)
Mithaug's Self-Regulation Theory explains how people optimize their adjustments in order to maximize their gains toward getting what they want from their environments. Although the theory is consistent with current behavioral, cognitive, and cognitive-behavioral models of adjustment, it goes beyond them by describing the problem-solving and solution-doing mechanisms that lead to optimal adjustments and maximal gains. This allows the theory to predict precise relationships between self-regulated gain toward goal attainment and its consequences. It also permits the theory to demonstrate how such concepts as competence, intelligence, self-determination, and innovation are logical derivatives of self-regulation and gain. (PsycINFO Database Record (c) 2012 APA, all rights reserved)