bullet">take into account the interests of different stakeholders;

correspond to the stage of program development;

use appropriate methods;

be conceptually grounded in values and goals.

In addition, contemporary research emphasizes the importance of using mixed methods and focusing on the use of evaluation results in practice (Patton, 2008).

At the same time, evaluation is always associated with tensions: limited resources, competing stakeholder interests, political pressures, and methodological constraints.

One example of evaluation is program evaluation in education.

How does it work?

Evaluation typically includes:

purpose and audience;
evaluation questions;
criteria of quality;
methods of data collection and analysis;
interpretation of results.

Different approaches (policy-oriented, learning-oriented, democratic) define what is important in different ways. In contemporary theory, a utilization-focused approach is also emphasized, where the key question is how evaluation results will be used in practice (Patton, 2008).

Strengths of program evaluation

supports decision-making;
provides a systematic understanding of results and processes;
can incorporate multiple perspectives;
contributes to program improvement.

Weaknesses of program evaluation

inability to capture all aspects of a program;
dependence on chosen methods and criteria;
potential conflicts of interest among stakeholders;
influence of the political context.

Conclusion

Evaluation does not simply reflect reality—it actively shapes it: what is evaluated becomes what is prioritized. In the literature, this is described as the effect of “constructing significance” through evaluation (Biesta, 2010).

Therefore, it is essential to consider the values underlying evaluation and to include multiple perspectives. Evaluation is necessary for understanding and improving educational practice. However, its effectiveness depends not only on methods but also on how values, interests, and context are taken into account. The most appropriate approach is to view evaluation as a reflective and socially responsible process, rather than merely a tool of control.

References

House, E. R. (1993). Professional Evaluation: Social Impact and Political Consequences. Newbury Park: Sage.

Patton, M. Q. (2008). Utilization-Focused Evaluation (4th ed.). Thousand Oaks: Sage.

Biesta, G. (2010). Good Education in an Age of Measurement. Boulder: Paradigm Publishers.

OECD (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment. Paris: OECD Publishing.

Why Evaluation in Education Is Necessary and How to Do It Effectively