New Directions for Evaluation最新文献_第9页

Imagining the future of LGBTQ+ evaluation: New(er) directions and what comes next 想象LGBTQ+评估的未来：新的（er）方向和下一步会发生什么

New Directions for Evaluation Pub Date : 2022-09-01 DOI: 10.1002/ev.20513

D. Felt, Esrea Pérez-Bill, Eric Barela, Nicole L. Cundiff, Radaya Ellis, L. Johnson, Nicholas Metcalf, Travis R. Moore, Ashley Philliber, J. Poirier, Sarah Daniel Rasher, Cindy Rizzo, Erik Elías Glenn, G. Phillips

引用次数: 0

Perspectives from LGBTQ+ serving CBO leaders on equitable community‐academic partnerships in evaluation LGBTQ+在职CBO领导人对评估中公平的社区-学术伙伴关系的看法

New Directions for Evaluation Pub Date : 2022-09-01 DOI: 10.1002/ev.20516

LaSaia Wade, Stephanie Skora, Erik Elías Glenn

{"title":"Perspectives from LGBTQ+ serving CBO leaders on equitable community‐academic partnerships in evaluation","authors":"LaSaia Wade, Stephanie Skora, Erik Elías Glenn","doi":"10.1002/ev.20516","DOIUrl":"https://doi.org/10.1002/ev.20516","url":null,"abstract":"In the United States, human service, public health, and healthcare organizations are dedicated to improving health equity among our society's most vulnerable. A wealth of literature highlights the importance of targeting root causes of inequity, however, intervention‐based attempts to improve health outcomes and reduce disparities have varied in their success. Too frequently, public health interventions fail to center community priorities and challenge oppressive regimes. At the same time, calls grow to pilot and evaluate new systems of care and service to replace antiquated, patchwork systems that depend on power imbalances and resource hoarding. The authors of this article, as current and recent leaders of Black‐led, LGBTQ+ organizations, engage in a conversation, in which we reflect on the power dynamics and pitfalls associated with community‐academic partnerships. Through our dialogue, we invite readers to internalize our testimony and re‐envision the role of the evaluator as a champion of liberation. Only through disrupting the status quo can evaluation hope to stand in community with “priority populations” and join the fight to achieve health equity. As members of the communities we serve, we transgress traditional means of how power and stature are allocated by being present in this special issue. We speak bluntly to honor our truth and inform evaluators in the process of fostering partnerships.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"2022 1","pages":"75 - 86"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46265701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identity as a compass when navigating uncharted equitable spaces: Our queer evaluation practices 在未知的公平空间中航行时作为指南针的身份：我们奇怪的评估实践

New Directions for Evaluation Pub Date : 2022-09-01 DOI: 10.1002/ev.20514

Andrew Hartman, Brian Hoessler, Vincent Tom, C. Camman

{"title":"Identity as a compass when navigating uncharted equitable spaces: Our queer evaluation practices","authors":"Andrew Hartman, Brian Hoessler, Vincent Tom, C. Camman","doi":"10.1002/ev.20514","DOIUrl":"https://doi.org/10.1002/ev.20514","url":null,"abstract":"Alternative approaches within evaluation increasingly allow space for evaluators to bring themselves to their work. As queers, we are gifted‐partially as a necessity for our survival‐with deeper understandings of and navigational capacities to work within complexity. Furthermore, existing as queer empowers us to think and operate outside what is the norm, known, familiar and comfortable, and thus enables us to challenge normative systems for purposes of social change. Our chapter offers situated insight into what queer evaluation practices look like and empowers us to practice bringing ourselves into different contexts, including uncharted spaces. We illustrate principles of queer evaluation through cases of our unique identities, contexts, landscapes, and evaluation experiences, within a process that is iterative, dialogic, and relational. We argue that the exploration of ourselves is critical as evaluators and invite readers to wander alongside us while actively searching their identities. Rather than hiding these biases and perspectives, we believe in the importance of knowing oneself and our connections to the histories of those who came before, which serve as our guides. Only from this point can we begin to unravel the unknown into the known and transform the inequitable into the equitable that has yet to exist. We argue that by embracing our identities we are better able to navigate the complexities that exist in our work and deepen our understanding of the contexts around us.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"2022 1","pages":"53 - 73"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48411195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of the inclusivity of the national CLAS standards enhancement initiative of bisexual identities 评估双性恋身份的国家CLAS标准增强计划的包容性

New Directions for Evaluation Pub Date : 2022-09-01 DOI: 10.1002/ev.20515

C. Pavão, K. McLeroy, Y. Lincoln, J. Burdine, E. Wright

{"title":"Assessment of the inclusivity of the national CLAS standards enhancement initiative of bisexual identities","authors":"C. Pavão, K. McLeroy, Y. Lincoln, J. Burdine, E. Wright","doi":"10.1002/ev.20515","DOIUrl":"https://doi.org/10.1002/ev.20515","url":null,"abstract":"This chapter reports on the evaluation of state and local level National Standards for Culturally and Linguistically Appropriate Services in Health Care (aka CLAS Standards), specifically those standards addressing the health needs of sexual minority individuals, with an emphasis on the inclusion of bisexual+ communities and the implications of bisexual+ (non)inclusion in CLAS standards. At the state and local levels, bisexual identity is rarely recognized as distinct from other sexual identities. This lack of representation raises an essential issue of how local communities, states, and the federal government struggle with sexual minority data classification and prioritizing health benchmarks for sexual minority populations and subpopulations. We also found that the CLAS cultural competency policy definition at the federal level lacks an appropriate degree of bi‐inclusivity. The findings from this study reveal that the five states in our sample implemented CLAS Standards in ways that demonstrated bi‐erasure. Specifically, states defined gender and sexual minorities through exclusionary categories that place emphasis on the “Other”. LGBTQ+ evaluators can rely on the Principles of LGBTQ+ Evaluation to create strategies that demonstrate how to effectively address the intersecting ramifications of bi‐erasure at the policy level.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"2022 1","pages":"125 - 137"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Principles of LGBTQ+ Evaluation LGBTQ+评估原则

New Directions for Evaluation Pub Date : 2022-09-01 DOI: 10.1002/ev.20519

Gregory Phillips, D. Felt, Esrea Pérez-Bill, Megan M. Ruprecht, Erik Elías Glenn

引用次数: 1

Evaluation policy and organizational evaluation capacity building: A study of international aid agency evaluation policies 评价政策和组织评价能力建设：国际援助机构评价政策研究

New Directions for Evaluation Pub Date : 2022-03-01 DOI: 10.1002/ev.20494

Hind Al Hudib, J. Cousins

{"title":"Evaluation policy and organizational evaluation capacity building: A study of international aid agency evaluation policies","authors":"Hind Al Hudib, J. Cousins","doi":"10.1002/ev.20494","DOIUrl":"https://doi.org/10.1002/ev.20494","url":null,"abstract":"Research and theory on evaluation capacity building (ECB) and organizational evaluation capacity have been developing at a good pace over the past decade. On the other hand, there is a paucity of research on the nature and consequences of organizational evaluation policy. Evaluation policies are developed and implemented ultimately to inform and shape evaluation practice and its consequences. It is therefore natural to consider the interface between evaluation policy and ECB. The present exploratory descriptive study examines 52 evaluation policies from bilateral and multilateral aid agencies to explore connections between evaluation policy content and ECB principles and considerations. The results shed light on some interesting relationships; they are discussed in terms of evaluation use, evaluation purposes, and organizational leadership. The study also resulted in a revision of Trochim's (2009) definition of evaluation policy and a refinement and expansion of his eight‐category taxonomy. Implications for ongoing inquiry are considered and practical implications are offered to organization members and evaluation policy developers.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"2022 1","pages":"29 - 48"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Large-scale evaluation efforts and their implications for the field. 大规模评估工作及其对该领域的影响。

New Directions for Evaluation Pub Date : 2022-01-01 DOI: 10.1002/ev.20503

Tarek Azzam

引用次数: 0

Learning agendas: Motivation, engagement, and potential 学习议程:动机、参与和潜力

New Directions for Evaluation Pub Date : 2022-01-01 DOI: 10.1002/ev.20495

K. Newcomer, K. Olejniczak, Nicholas R. Hart

{"title":"Learning agendas: Motivation, engagement, and potential","authors":"K. Newcomer, K. Olejniczak, Nicholas R. Hart","doi":"10.1002/ev.20495","DOIUrl":"https://doi.org/10.1002/ev.20495","url":null,"abstract":"In 2017, the U.S. Commission on Evidence‐Based Policymaking recommended that federal agencies produce strategic plans focused on research and evaluation, referred to as learning agendas. This requirement was later incorporated into the Foundations for Evidence‐Based Policymaking Act of 2018 (Evidence Act) for the 24 largest federal agencies. Prior to the Evidence Act, only a few federal agencies had experimented with learning agendas, a relatively new concept in the evaluation literature. Learning agendas hold potential for supporting organizational strategic planning that focuses on the generation of relevant knowledge for decision‐makers, organizational leaders, and stakeholders. An inclusively‐ and strategically‐developed learning agenda provides a list of important questions as well as plans for addressing the questions, balancing the interests, informational needs, and time horizons for different organizational decision‐makers. We draw upon the policy design and the evaluation capacity building literature, our analysis of existing learning agendas, and interviews with federal evaluation leaders who guided their development to describe how the process of developing a learning agenda can support intentional learning and impactful evaluation practice within public agencies. Our work should contribute to the development of both theory and practice regarding the implementation of the new expectation to produce learning agendas in federal agencies that contribute to the increased use of evaluation and evidence in policymaking.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"27 1","pages":"63 - 83"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51164527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Describing engagement practices for the Enhance Diversity Study using principles of Tailored Panel Management. 运用“量身定制的小组管理”原则描述“增强多样性研究”的审计业务实践。

New Directions for Evaluation Pub Date : 2022-01-01 DOI: 10.1002/ev.20500

Karina D Ramirez, Cynthia J Joseph, Hansook Oh

{"title":"Describing engagement practices for the Enhance Diversity Study using principles of Tailored Panel Management.","authors":"Karina D Ramirez, Cynthia J Joseph, Hansook Oh","doi":"10.1002/ev.20500","DOIUrl":"https://doi.org/10.1002/ev.20500","url":null,"abstract":"The purpose of this chapter is to examine engagement strategies used in a large, multisite evaluation study through the lens of Estrada, Woodcock, and Schultz's (2014) tailored panel management. The evaluation, called the Enhance Diversity Study (EDS), is part of an effort funded by the National Institutes of Health (NIH) to increase diversity in NIH‐funded research. The chapter discusses engagement with a large national cohort of student participants and outlines survey administration complexities, tailored engagement approaches, and annual survey response trends. It shows how the EDS expanded Estrada and colleagues’ concepts of credibility by integrating branding strategies that permeated all aspects of the study. The resulting practices, as modified over time, extend knowledge of how to increase survey response rates across a multisite, multiprogram, longitudinal evaluation. As data collection continues, subsequent analysis may provide more clarity on the impact of these strategies on retention. Future researchers should explore the impacts of incorporating fully developed branding strategies to enhance study commitment and cohort retention. While past research has guided surveys through phone, mail, and multimodal distribution, more research is needed to understand how to engage participants and retain them in an increasingly competitive and digital world.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"2022 174","pages":"33-45"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/b9/80/nihms-1903800.PMC10348780.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9831647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Putting it all together: The case of the U.S. Department of Labor's evidence‐building strategy 综上所述:美国劳工部的证据构建策略案例

New Directions for Evaluation Pub Date : 2022-01-01 DOI: 10.1002/ev.20489

M. Irwin, D. Nightingale

引用次数: 2