Types of evaluation and types of evaluator

Abstract

In response to the previous papers, Scriven defends the formative/ summative dichotomy as one reasonable way (of several possible ways) to classify evaluation activities. He argues that context ultimately ascribes to evaluation activities their formative or summative function, and clarifies areas of agreement and disagreement with authors Chen, Patton, and Wholey. The paper concludes with a definition of “evaluator” and a listing of competencies required for “entry into the club.”