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Full-Text Articles in Education
The Abcs Of Gfe, Brandon Youker
The Abcs Of Gfe, Brandon Youker
Brandon W. Youker Ph.D
Goal-free evaluation (GFE) is the process of determining something’s merit intentionally without reference to its stated goals and objectives. The following PowerPoint presentation describes GFE and discusses preliminary attempts at operationalization. The video concludes with a lively discussion where audience members challenge Dr. Youker on GFE's feasibility and merit. . *This presentation is available at The Evaluation Center's website archived as an Evaluation Café presentation: http://www.wmich.edu/evalctr/2012/11/goal-free-evaluation-an-analog-experiment-comparing-goal-free-evaluation-and-goal-based-evalation-utility/
The Logic Of Evaluation And Not-For-Profit Arts Organizations: The Perspective Of An Evaluation Consultant, Brandon Youker
The Logic Of Evaluation And Not-For-Profit Arts Organizations: The Perspective Of An Evaluation Consultant, Brandon Youker
Brandon W. Youker Ph.D
This article defines evaluation, describes the logic of evaluation and discusses evaluation as it pertains to not-for-profit arts organizations. The purpose is to explain to not-for-profit arts organizations how an evaluation consultant conceptualizes the task of program evaluation. The article is based on the perspective and experiences of a consultant who was contracted to assist in building the program monitoring and internal evaluation capacities of arts organizations. Understanding the basics of systematic evaluation will assist arts organizations in developing sound program monitoring and evaluation strategies and practices.
Consequence Of Competing And Complementary Evaluation Approaches: A Case Study., Brandon Youker, Chris Coryn, Daniela Schröter, Michelle Bakerson
Consequence Of Competing And Complementary Evaluation Approaches: A Case Study., Brandon Youker, Chris Coryn, Daniela Schröter, Michelle Bakerson
Brandon W. Youker Ph.D
A poster presentation demonstrating an evaluation of a summer school program for middle schoolers in which the evaluators divided into two teams and simultaneously evaluated the program. The first team examined the students' performance according to the program's ability to achieve stated goals while the second team intentionally avoided any knowledge of or reference to the stated goals and objectives throughout the entire evaluation. The two teams wrote separate reports and then a combined report.
Values Driven Evaluation, P. Cristian Gugiu, Nadini Persuad, Brandon Youker
Values Driven Evaluation, P. Cristian Gugiu, Nadini Persuad, Brandon Youker
Brandon W. Youker Ph.D
Values are the basis for defining what aspects of the evaluand should be considered meritous in a particular context. They are something which is in principle or quality intrinsically valuable or desirable. So in evaluation, factual premises describe performance, while value premises can be thought of as the qualities that, when converted to standards, determine the degree to which the performance was good or bad, worthwhile or worthless, and significant or insignificant. Value premises can be validated using commonsense or based on such things as the severity of needs, resource efficiency, legal requirements, professional requirements, and so on. There are …
Values And Goal-Free Evaluation: A Case Study, Brandon Youker
Values And Goal-Free Evaluation: A Case Study, Brandon Youker
Brandon W. Youker Ph.D
How does a goal-free evaluator deal with values? Which values? Whose values? This presentation argues that the goal-free evaluator takes a consumerist perspective. Thus the evaluator's values are in serving the program's consumers and satisfying the consumers' needs.
Ethnography And Evaluation: Their Relationship And Three Anthropological Models Of Evaluation, Brandon W. Youker Ph.D
Ethnography And Evaluation: Their Relationship And Three Anthropological Models Of Evaluation, Brandon W. Youker Ph.D
Brandon W. Youker Ph.D
This paper examines the relationship between ethnographic research methods and evaluation theory and methodology. It is divided into two main sections: (a) ethnography in evaluation and (b) anthropological models of evaluation. Three levels of the leading anthropological models of evaluation are summarized, which include responsive evaluation, goal-free evaluation, and constructivist evaluation. In conclusion, (a) there is no consensual definition of ethnography; (b) in many circumstances, ethnographic evaluation models may be beneficial; and (c) ethnography can be used in evaluation but requires a high level of analysis to transform ethnographic data into useful information for eliciting an evaluative conclusion.