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Evaluation Use: Theory, Research, and Practice Since 1986

Faculty of Education, Queen's University, Kingston Ontario K7L 3N6, Canada

J. Bradley Cousins

University of Ottawa, P.O. Box 450 Stn. A, Ottawa Ontario KIN 6N5, Canada.

As part of a larger effort by members of the American Evaluation Association (AEA) Topical Interest Group on Evaluation Use (TIG- EU), we undertook an extensive review and synthesis of literature in evaluation use published since 1986. We observe several recent developments in theory, research and practice arising from this literature. These developments include: the rise of considerations of context as critical to understanding and explaining use; identification of process use as a significant consequence of evaluation activity; expansion of conceptions of use from the individual to the Lyn M. Shulha organization level; and diversification of the role of the evaluator to facilitator, planner and educator/trainer. In addition, understanding misutlilization has emerged as a significant focus for theory and to a limited extent, research. The article concludes with a summary of contemporary issues, particularly with regard to their implications for evaluation practice.

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				J. B. Cousins Commentary: Minimizing Evaluation Misuse as Principled Practice American Journal of Evaluation, September 1, 2004; 25(3): 391 - 397. [PDF]