Utilization of Evaluation

Evaluation utilization (or evaluation use) refers to the way that evaluations and information from evaluations affect the programs on which evaluations are conducted. Were progressive changes made in a program as a consequence of an evaluation? Did an evaluation generate a new understanding of or a modification of beliefs about the program or aspects of the program?

The concern for evaluation utilization initially developed in the United States during the 1960s. There were many reasons for this, including the enormous growth in demand in these years for evaluations to be conducted. Major social programs were initiated that often mandated end-of-year evaluation reports. The subsequent rush to evaluate attracted many researchers who lacked awareness of the distinctions between research and evaluation and who failed to understand properly the contexts in which evaluations were to take place. The result was a multitude of evaluation reports that lacked relevance to program personnel. This was particularly true for evaluations conducted at the local program level, such as those in schools, school districts, mental health clinics, social welfare agencies, and the like. Thus, many evaluation reports sat on the shelf, fulfilling the requirement of evaluation but generally disregarded.

Although prior to the 1960s some conceptualization had been done on aspects of knowledge and research use, there had not been much interest in extending this to a consideration of evaluation use. The distinction between research and evaluation is an important one: Research refers to generalizable knowledge and thus potentially may be used very broadly and in a variety of contexts. Research may also have influence many years after it is completed. Evaluation refers to the activity of examining the process and the impact of a specific program at a specific time. Thus, evaluation use is restricted to the program under examination and, roughly, the time frame during which the evaluation is implemented. With an evaluation, program personnel are known, the specific context is understood, and the evaluator has a role in helping to define the particular areas to be evaluated. Further, evaluators can, through their actions, seek to define an evaluative role, relationships, and procedures that may enhance utilization. Consequently, use is potentially more achievable for evaluation than for research.