Reconsidering context: Six underlying features of context to improve learning from evaluation. (January 2019)

• Record Type: Journal Article
• Authors: Coldwell, Mike
• Is Part Of: Evaluation. Volume 25:Number 1(2019:Jan.)
• Page Start: 99
• Page End: 117
• Publication Date: 2019-01
• Subjects: context -- logic models -- theory-based evaluation; Evaluation research (Social action programs) -- Periodicals; 361.61068
• DOI: 10.1177/1356389018803234
• Languages: English
• ISSNs: 1356-3890

Abstract

This article considers the role of context in 'theory-based' evaluations, particularly those that use chain-type path or logic models. Reflecting on the use of causal models in the school professional development field, a set of underlying features of context is developed: the article proposes that context can be dynamic, agentic, relational, historically located, immanent and complex. These features are applied to a consideration of a commonly observed contextual factor: senior leader support for an intervention. The article argues that actively considering these underlying features can allow for a more sophisticated approach to context and concludes with a set of related interrogatory questions for evaluators, aiming to improve learning in future evaluation.