This paper explores deliberative democratic analysis as a way to expand the role of evaluation in the policy process. It examines the relationship between evaluation and policy change, explores mechanisms for effective democratic evaluation and addresses how these mechanisms can be integrated into evaluation design. Using criteria put forth by Ernest House and Kenneth Howe in their paper, 'Deliberative Democratic Evaluation' (2000), it discusses how inclusion, dialogue, and deliberation can allow citizen/stakeholders to contribute to the legitimization of public policy and to participate in decision making in a meaningful way
Deliberative Democratic Evaluation 2011.pdf
Narco-terrorism, Hurricanes Ike, Dolly and Alex, and relentless media attention to immigration issues form the backdrop for a process evaluation and feasibility assessment of the Border Violence Prevention Task Force community mobilization efforts in 2010
AEA 2011 Presentation Anaheim.ppt
Grounded in people-centered, complexity-aware understandings of planning, monitoring and evaluation, Outcome Mapping processes can be leveraged by K-12 teachers, evaluators, and teacher educators to provide information beyond external evaluation initiatives with the aim of building organizational capacity and increasing teacher agency. The panelist will share experiences and reflect on the possibilities of using Outcome Mapping enriched internal evaluation practices in Los Angeles, California middle school environments that serve low-income, gifted, and English language learner students. In particular, the panelist will focus on experiences of integrating Outcome Mapping learning activities so that the collaborative and participatory foundations of the discipline of education are maintained while compliance with curriculum or accreditation evaluation standards is achieved
LeeAEA20151.pps