Historical Perspectives: Focus on Context and Use

Abstract

In this chapter we examine important notions in the theoretical hinterland of evaluation practice. These notions do not so much generate evaluation designs and methods as inform our understanding of evaluation and its relationships to other areas of social science and educational action. They reflect, on the one hand, a need for innovative thinking in dealing with enduring social and educational problems, and, on the other, the expectation in post-industrial societies that such problems can be eliminated and our social condition infinitely improved. We look at the challenge of evaluation use in educational programs, the contribution of constructivism and realism to this goal and political and managerial dimensions of the betterment task.