Participatory evaluation for development: Examining research-based knowledge from within the African context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Background: Participatory and collaborative approaches to evaluation have grown in popularity in recent years, as program contexts increasingly require more culturally responsive and inclusive approaches to addressing complex community, program and organisational needs.This is particularly the case in development evaluation contexts such as Africa. We recently conducted a systematic review and integration of the literature on participatory evaluation that included the review of 121 empirical studies published in peer-reviewed journals and other outlets (Cousins & Chouinard 2012). In that review, only 21 studies derived from development contexts and, of those, only six from Africa.Objectives: In this article, we considered the applicability and relevance of the thematic discussion by Cousins & Chouinard (2012) to the African development context through a close-up look at research in Africa on participatory evaluation.Method: We carefully examined the African studies and, through a conceptual critique, re-examined the prior thematic analysis.Results: We observed that some themes did not give primacy to context and relationships which are essential considerations in the African context. Further, an emphasis on empowerment-oriented outcomes begs attention to societal, cultural and economic considerations, implication for evaluators’ roles and a deeper understanding of power issues.Conclusion: We concluded that our thematic discussion did not resonate well with participatory evaluation in development contexts and that a much more focused and targeted review and integration of research was warranted.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.121 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it