Navigating the Evaluation Theory Labyrinth: Using Nonlinear Program Theory Modelling to Evaluate Evaluation Theory

Abstract

Evaluation theory has often lacked alignment with practical evaluation activities, leading to assertions that “program evaluation is … (unfortunately) a largely atheoretical activity” (Wortman, 1983). This dissertation addresses this gap by utilizing evaluation tools to assess evaluation theory, specifically focusing on the Action Model/Change Model of understanding program theory and its relevance to evaluation theory. Through interviews with Dr. Chen, the originator of the model, a qualitative content analysis of academic literature on Values Engaged, Educative Evaluation (VEE), and the development of a VEE Action Model/Change Model, this study explores the applicability of the model to evaluation theory.Semi-structured interviews with practicing evaluators were conducted to assess the utility of the VEE Action Model/Change Model, resulting in a deep understanding of VEE theory and its practical implications. Initial feedback indicated positive responses, highlighting the model’s potential to clarify evaluation theory, align practice with theoretical frameworks, and validate theories in practice. This research represents a foundational step towards creating a more robust understanding of evaluation theory amongst practitioners lays the groundwork for future research to further explore and refine evaluation theory. By bridging the gap between theory and practice, this study contributes to the ongoing development and effective implementation of evaluation theory in diverse contexts.