The Transdisciplinary Model of Evaluation
Main Article Content
Abstract
The transdisciplinary view, or model, of evaluation requires an understanding of how and why evaluation developed from a practice to a highly skilled, professional practice to a field-specific discipline, and finally to an autonomous discipline and transdiscipline, much like ethics, statistics, and measurement (Scriven, 2003). This understanding becomes known from the transdisciplinary model’s three primary characteristics that make it a transdiscipline, which are: epistemological;political; and disciplinary (Scriven, 1993).
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright and Permissions
Authors retain full copyright for articles published in JMDE. JMDE publishes under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY - NC 4.0). Users are allowed to copy, distribute, and transmit the work in any medium or format for noncommercial purposes, provided that the original authors and source are credited accurately and appropriately. Only the original authors may distribute the article for commercial or compensatory purposes. To view a copy of this license, visit creativecommons.org
Funding data
-
National Science Foundation
Grant numbers SES-0721097
References
Fetterman, D. M. (2001). Foundations of empowerment evaluation. Thousand Oaks, CA: Sage.
Patton, M. Q. (1997). Utilization-focused evaluation: The new century text (3rd ed.). Thousand Oaks, CA: Sage.
Scriven, M. (1991). The evaluation thesaurus (4th ed.). Thousand Oaks, CA: Sage.
Scriven, M. (1993). Hard-won lessons in program evaluation. New Directions for Program Evaluation, 58. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/ev.1647
https://doi.org/10.1002/ev.1647 DOI: https://doi.org/10.1002/ev.1647
Scriven, M. (2003). Evaluation in the new millennium: The transdisciplinary vision. In S. I. Donaldson & M. Scriven (Eds.), Evaluating social programs and problems: Visions for the millennium (pp. 19-42). Wahwah, NJ: Lawrence Erlbaum Associates.
Scriven, M. (2005). The transdisciplinary model of evaluation: Radical implications. Paper presented at the meeting of the American Evaluation Association/Canadian Evaluation Society, Toronto, Canada.
Stufflebeam, D. L. (2001). Evaluation models. New Directions for Evaluation, 89. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/ev.1
https://doi.org/10.1002/ev.1 DOI: https://doi.org/10.1002/ev.1
Stufflebeam, D. L. (2004). The 21st century CIPP model. In M. C. Alkin (Ed.), Evaluation Roots (pp. 245-266). Thousand Oaks, CA: Sage. DOI: https://doi.org/10.4135/9781412984157.n16
https://doi.org/10.4135/9781412984157.n16 DOI: https://doi.org/10.4135/9781412984157.n16
Stufflebeam, D. L. (2005). CIPP model (context, input, process, product). In S. Mathison (Ed.), Encyclopedia of evaluation (pp. 60-65). Thousand Oaks, CA: Sage.