Askew Karyl, Beverly Monifa Green, Jay Michelle L
School of Education, University of North Carolina-Chapel Hill, United States.
Eval Program Plann. 2012 Nov;35(4):552-7. doi: 10.1016/j.evalprogplan.2011.12.011. Epub 2011 Dec 31.
The authors, three African-American women trained as collaborative evaluators, offer a comparative analysis of collaborative evaluation (O'Sullivan, 2004) and culturally responsive evaluation approaches (Frierson, Hood, & Hughes, 2002; Kirkhart & Hopson, 2010). Collaborative evaluation techniques immerse evaluators in the cultural milieu of the program, systematically engage stakeholders and integrate their program expertise throughout the evaluation, build evaluation capacity, and facilitate the co-creation of a more complex understanding of programs. However, the authors note that without explicit attention to considerations raised in culturally responsive evaluation approaches (for example, issues of race, power, and privilege), the voices and concerns of marginalized and underserved populations may be acknowledged, but not explicitly or adequately addressed. The intentional application of collaborative evaluation techniques coupled with a culturally responsive stance enhances the responsiveness, validity and utility of evaluations, as well as the cultural competence of evaluators.
三位接受过合作评估培训的非裔美国女性作者，对合作评估（奥沙利文，2004年）和文化回应性评估方法（弗里尔森、胡德和休斯，2002年；柯克哈特和霍普森，2010年）进行了比较分析。合作评估技术使评估者融入项目的文化环境，系统地让利益相关者参与进来，并在整个评估过程中整合他们的项目专业知识，建立评估能力，并促进共同创造对项目更复杂的理解。然而，作者指出，如果不明确关注文化回应性评估方法中提出的考量因素（例如，种族、权力和特权问题），边缘化和服务不足人群的声音和关切可能会得到承认，但不会得到明确或充分的解决。将合作评估技术与文化回应性立场有意地结合起来，可提高评估的回应性、有效性和实用性，以及评估者的文化能力。
