This Second Edition celebrates 21 years of the practice of empowerment evaluation, a term first coined by David Fetterman during his presidential address for the American Evaluation Association. Since that time, this approach has altered the landscape of evaluation and has spread to a wide range of settings in more than 16 countries. In this new book, an outstanding group of evaluators from academia, government, nonprofits, and foundations assess how empowerment evaluation has been used in practice since the publication of the landmark 1996 edition. The book includes 10 empowerment evaluation principles, a number of models and tools to help put empowerment evaluation into practice, reflections on the history and future of the approach, and illustrative case studies from a number of different projects in a variety of diverse settings. The Second Edition offers readers the most current insights into the practice of this stakeholder-involvement approach to evaluation.

Teachers as Evaluators : An Empowerment Evaluation Approach

Teachers as Evaluators : An Empowerment Evaluation Approach

Janet Clinton John Hattie University of Melbourne

Empowerment evaluation is concerned with fostering improvement, evaluating impact, and developing the capacity to monitor and evaluate one’s own performance. Specifically, Fetterman (1994) defined empowerment evaluation as “the use of evaluation concepts, techniques, and findings to foster improvement and self-determination” (p. 1). The definition later was expanded to provide users with additional guidance and insight into the approach: “Empowerment evaluation is an evaluation approach that aims to increase the likelihood that programs will achieve results by increasing the capacity of program stakeholders to plan, implement, and evaluate their own programs” (Fetterman, 2005, p. 11). This involves mainstreaming evaluation as part of program/organization ...

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