Developmentally Appropriate Evaluations: How Evaluation Practices Differ Across Age of Participants

<p>It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.</p>

Name thesis:degree_name

Psychology, PhD

Level thesis:degree_level

Open Access Master's Thesis

Discipline thesis:degree_discipline

School of Behavioral and Organizational Sciences

Year dc:date.available

2017

Author dc:creator

• Wanzer, Dana Linnell

Contributors dc:contributor

• Tarek Azzam

• evaluation
• research on evaluation
• developmental sensitivity
• developmentally appropriate
• youth evaluation
• Developmental Psychology
• Educational Assessment, Evaluation, and Research

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/110

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-1124