The metaevaluation imperative

• Published in: The American journal of evaluation 2001, Vol.22 (2), p.183-209
• Main Author: Stufflebeam, Daniel L
• Format: Article
• Language: English
• ISSN: 1098-2140; 1557-0878
• DOI: 10.1016/S1098-2140(01)00127-8

The evaluation field has advanced sufficiently in its methodology and public service that evaluators can and should subject their evaluations to systematic metaevaluation. Metaevaluation is the process of delineating, obtaining, and applying descriptive information and judgmental information about an evaluation’s utility, feasibility, propriety, and accuracy and its systematic nature, competence, integrity/honesty, respectfulness, and social responsibility to guide the evaluation and publicly report its strengths and weaknesses. Formative metaevaluations—employed in undertaking and conducting evaluations—assist evaluators to plan, conduct, improve, interpret, and report their evaluation studies. Summative metaevaluations—conducted following an evaluation—help audiences see an evaluation’s strengths and weaknesses, and judge its merit and worth. Metaevaluations are in public, professional, and institutional interests to assure that evaluations provide sound findings and conclusions; that evaluation practices continue to improve; and that institutions administer efficient, effective evaluation systems. Professional evaluators are increasingly taking their metaevaluation responsibilities seriously but need additional tools and procedures to apply their standards and principles of good evaluation practice.