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Education

Ed.D. Education, Stanford University, 1964
M.A.  Education, San Jose State College, 1959
A.B.  Mathematics, San Jose State College, 1956

Research Interests
Evaluation Theory

“The point … is that there is a relationship between evaluation theorists, that theories build upon other theories, and that all evaluation has roots in social science research methodology and accountability.  Seeing the way in which these evaluation “roots” grew over time into an evaluation theory tree, with different limbs for different evaluation theory orientations, helps provide a better understanding of evaluation theory.  …  [E]valuation theories are distinguished by the extent to which they place greatest emphasis on methods, valuing, or use.  …  [T]here are, in fact, multiple acceptable ways to pursue evaluation.”  (Alkin, 2004, Evaluation Roots, ix-x.)

Evaluation Use

“Evaluation use (or evaluation utilization) refers to the way in which an evaluation and the information from the evaluation impacts the program that is being evaluated.  …  It is important to make clear that evaluation use can occur as a function of the evaluation process [process use] as well as due to its findings [findings use], and in both cases either conceptually, instrumentally, or symbolically / legitimatively.  …  An awareness of evaluation’s intended and unintended impacts is another defining characteristic of use.  (Alkin & Taut, 2003, Unbundling Evaluation Use, 2, 13.)

Evaluation Misuse

“[W]e define the responsibility for evaluation misuse as resting with users, while the responsibility for misevaluation lies with evaluators.  Another issue related to misuse is the difference between intentional and unintentional misuse.”  (Alkin & Coyle, 1988, Thoughts on Evaluation Utilization, Misutilization and Non-utilization, 334.)

“Most of the evaluation ethics literature focuses on the practices and principles of the evaluator.  Misutilization examines evaluation ethics through a different lens.  Here, we consider the ethics of those using the evaluation, be it the commissioning of an evaluation, the evaluation process itself, or the evaluation findings.”  (Christie & Alkin, 1999, Further Reflections on Evaluation Misutilization, 1.)

Theory to Practice

“[It is best] to generally adhere to a particular model that makes the most intellectual sense to [you].  …  [T]o have a defining structure:  a basic model or theory that one adheres to but is potentially adaptable.”  (Alkin, 2004, Evaluation Roots, x.)

“Evaluation theorists seem to be quite good at propounding how they think the evaluation world ought to work.  Yet, do we really know that what theorists say they would do in practice is indeed what they would actually do?  …  Clearly, both the evaluator’s theoretical dispositions and the nature of the evaluation situation have influence on how an evaluator would engage in practice.  We allude not only to the particular design and methods suggested for use, but more broadly to how the evaluator chooses to construe the evaluation situation at hand.”  (Alkin & Christie, 2005, Theorists’ Models in Action, 1-3.)

Impediments to the Implementation of Evaluation

“[W]hen we say barriers to evaluation we refer to the problems faced by evaluators when trying to implement an evaluation.  Such barriers can exist from the inception to the completion of a program evaluation cycle.  …  [P]rogram staff inductively emphasized human factors over evaluation or context factors in explaining barriers to evaluation implementation  …  [T]raining in evaluation should incorporate skill building (both theoretically and practically) in the human factor area.”  (Taut & Alkin, 2003, Program Staff Perceptions of Barriers to Evaluation Implementation, 214, 224-225.)

Publications (selected)

Alkin, M., & Christie, C. (Editors) (Summer 2005).  Theorists’ Models in Action.  New Directions for Evaluation.  (Number 106).  San Fancisco, CA:  Jossey-Bass. 
Alkin, M. (Editor) (2004).  Evaluation Roots:  Tracing Theorists’ Views and Influences.  Thousand Oaks, CA:  Sage Publications.
Alkin, M., Christie, C., & Rose, M. (2004). (I. Shaw, J.Green, and M. Mark, eds.)  Handbook of Evaluation London:  Sage Publications.
Alkin, M., & Taut, S. (2003).  Unbundling Evaluation Use. Studies in Educational Evaluation.  (29). 1-12.
Alkin, M. (1990) Debates on Evaluation. Newbury Park, CA: Sage Publications.

Alkin, M., & Solmon, L. (Editors) (1983). The Costs of Evaluation. Beverly Hills, CA: Sage Publications.

Alkin, M. (1985) A Guide for Evaluation Decision-Makers. Beverly Hills, CA: Sage Publications.

Alkin, M., Daillak, R., & White, P. (1979). Using Evaluations: Does Evaluation Make A Difference? (Volume 76). Sage Library of Social Research. Beverly Hills, CA: Sage Publications.

 

Current and/or Recent Courses

Education 202:  Evaluation Theory

Education 411:  Procedural Issues in Evaluation

Education 288:  Evaluation Discussion Group

Links
SRM Evaluation Group