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Stakeholders
The group of people who should be considered in the field of evaluation primarily includes the following (Widmer, Landert & Bechmann, 2000):
1. Whoever is
responsible for the conception, design or funding of the project or program (planners,
those responsible for the project or program, sponsors).
2. Anyone taking part in the practical implementation of the project or program (project or program staff such as teachers, computer scientists, media designers, etc.).
3. Anyone concerned or is supposed to be concerned either directly or indirectly by the object of evaluation (students and other target groups).
object of evaluation
Evaluand; object that is being evaluated, whether that object is a => project or => program. Evaluation process The logical procedure involving planning, executing, and analysing an => evaluation.
4. Anyone deciding about the future of the project or program (usually the authority with financial responsibility, advisory councils, external consultants).
5. Further groups interested in the evaluation results (e.g. decision-makers planning similar projects, evaluators, the public).
Who uses evaluation
results?
The results of the formative evaluation are mainly used by the participants of and those responsible for the project or program (1 and 2) as well as by those people who use them for the optimisation of the project or program.
formative evaluation
“A type of process evaluation of new programs or services that focuses on collecting data on program operations so that needed changes or modifications can be made to the program in the early stages. This type of (=>) evaluation is carried out while a (=>) project or (=>) program is implemented in order to provide timely, continuous feedback as work progresses”. (From: Nonprofit Good Practice Guide, Formative Evaluation)
The results of a summative evaluation are usually used by financial experts (4) to decide on the continuation of a measure.
summative evaluation
Summative evaluation allows the [subsequent] control of quality, effects and usefulness of an educational course. The question of interest is whether an educational course or individual components of the course can meet certain expectations in practice (translated from Tergan, 2000).
Whatever the scenario, it is important to design the evaluations to meet the information needs of the target groups! It is generally useful to consider the following questions when planning evaluations: Who has an interest in the evaluation? Who is interested in which information? Who wants to use what information to which end? (cf. http://www.evaluationsnetz.de)
