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| Utilization-Focused Evaluation× | Developmental Evaluation× | |
|---|---|---|
| Πεδίο | Public Policy | Public Policy |
| Οικογένεια | Process / pipeline | Process / pipeline |
| Έτος προέλευσης≠ | 1978 | 2011 |
| Δημιουργός | Michael Quinn Patton | Michael Quinn Patton |
| Τύπος≠ | Use-driven program evaluation framework | Complexity-informed evaluation approach for innovation |
| Θεμελιώδης πηγή≠ | Patton, M. Q. (2008). Utilization-Focused Evaluation (4th ed.). Thousand Oaks, CA: SAGE Publications. ISBN: 9781412958615 | Patton, M. Q. (2011). Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use. New York: Guilford Press. ISBN: 9781606238721 |
| Εναλλακτικές ονομασίες | U-FE, Patton Utilization-Focused Evaluation, Use-Focused Evaluation | DE, Patton Developmental Evaluation, Complexity-Informed Evaluation |
| Συναφείς | 4 | 4 |
| Σύνοψη≠ | Utilization-focused evaluation (U-FE) is a framework, developed by Michael Quinn Patton from the late 1970s, built on a single organising principle: an evaluation should be judged by its actual use by the people for whom it is intended. Rather than treating use as an afterthought to a technically sound study, U-FE makes intended use by primary intended users the criterion that drives every decision — what is evaluated, what questions are asked, which methods are used, and how findings are reported. The evaluator's job is to facilitate that use throughout, not merely to deliver a report. | Developmental evaluation is an approach designed to support innovation and adaptation in complex, dynamic environments where the intervention itself is still emerging. Articulated by Michael Quinn Patton in his 2011 book, it abandons the assumption of a fixed, pre-specified model to be tested, and instead embeds an evaluator within the design team to provide real-time feedback that informs ongoing development. Its purpose is development — helping social innovators learn, adapt and respond as conditions change — rather than the improvement of a settled program (formative) or the judgement of a completed one (summative). |
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