Comparer des méthodes

	Formative Evaluation	Developmental Evaluation
Domaine	Public Policy	Public Policy
Famille	Process / pipeline	Process / pipeline
Année d'origine	1967	2011
Auteur d'origine	Michael Scriven	Michael Quinn Patton
Type	Improvement-oriented evaluation function	Complexity-informed evaluation approach for innovation
Source fondatrice	Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of Curriculum Evaluation (pp. 39–83). Chicago: Rand McNally. ISBN: 9780528616600	Patton, M. Q. (2011). Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use. New York: Guilford Press. ISBN: 9781606238721
Alias	Improvement-Oriented Evaluation, Developmental Improvement Evaluation	DE, Patton Developmental Evaluation, Complexity-Informed Evaluation
Apparentées	4	4
Résumé	Formative evaluation is evaluation conducted to improve a program, policy or product while it is still being developed or refined. The term was coined by Michael Scriven in his 1967 essay 'The Methodology of Evaluation', alongside its counterpart summative evaluation. Where summative evaluation renders a final verdict on a completed intervention, formative evaluation feeds timely information back to designers and implementers so they can fix problems, adjust components and strengthen the intervention before it is finalised or scaled.	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).