Transformative evaluation was developed due to research conducted by a non-profit organization. The objective was to develop a participatory methodology that would produce proof of impact and redistribute the power innate in the evaluation process to enable practitioners to re-engage with what is an essential aspect of their professional practice. The entire organization participates in the transformative evaluation process to determine impact. It incorporates aspects of transformative learning, participatory evaluation, and appreciative inquiry. Transformative evaluation provides more than simply a fresh perspective on evaluation; it also provides a technique that encourages dialogue and collaboration among stakeholders, which fosters learning. In the case of transformational evaluation, starting a dialogue between “evaluators” and community members is a crucial stage in the review process.
Additionally, the actual execution of the evaluation develops practice and practice results. By altering how we approach evaluations, we can modify how we carry them out. The results of that transformation can be observed in real-time in the improvement of practice at the time, in the growth of organizational learning and knowledge, and over time, in the development of an evaluation culture based on cooperation and trust among all parties, which promotes organizational learning and sustainable practice.
The transformational lens for evaluation employs an eclectic methodology. Phases of connection building, context analysis, and process and impact evaluations are all included. This category includes a variety of evaluation techniques, including randomized controlled trials, community-based and participatory approaches, and appreciative inquiry. The methodologies, however, are chosen to suit the project’s transformative objectives and to be actively attentive to the culture and setting of the evaluation.
Principle of Transformative Evaluation
- Establish respectful interactions while addressing power-related issues.
- Consider reciprocity.
- Select techniques sensitive to and supportive of potentially marginalized, underrepresented, or vulnerable communities.
- Improve social, economic, and environmental justice.
- Respect cultural diversity.
- Encourage discussion amongst the various parties and a democratic role for the participants.
- To engage with stakeholders respectfully, include a contextual analysis and needs assessment that goes beyond a literature review.
- Make use of evaluation findings.
Process
It is important to mention that the process of transformative evaluation (TE) builds on the process of the Most Significant Change (MSC) approach, created by Dr. Davies in 1996. Building on the same process, TE repeats a four-stage process:
- story generation,
- analysis and selection process,
- final selection and feedback process, and
- meta-evaluation.
References
Cooper, S. (2014) ‘Putting collective reflective dialogue at the heart of the evaluation process’ in Reflective Practice, Vol. 15 (5), pp 563-578
Cooper, S. (2013) ‘Transformative evaluation: Organisational learning through participative practice’ in The Learning Organization, vol. 21 (2), pp. 146-157
Cooper, S. (2012) ‘Evaluation: Ensuring Accountability or Improving Practice?’ in J. Ord, (ed) Critical Issues in Youth Work Management, Abingdon: Routledge
Cooper, S. (2011) ‘Reconnecting with evaluation: the benefits of using a participatory approach to assess impact’ in Youth & Policy, Vol. 107, pp 55-70
