Evaluative Research
| DOI | 10.1177/009385487500200304 |
| Published date | 01 September 1975 |
| Author | Stanley H. Cohen,Helene E. Cavior |
| Date | 01 September 1975 |
| Subject Matter | Articles |
[237]
EVALUATIVE
RESEARCH
Perspectives
from
a
Corrections
Setting
HELENE
E.
CAVIOR
Federal
Youth
Center
Pleasanton,
California
STANLEY
H.
COHEN
Departmen t of
Psychology
West
Virginia
University
CRIMINAL JUSTICE
AND
BEHAVIOR,
Vol.
2
No. 3,
September
1975
This
paper
examines
issues
related
to
the
process
and
product
requirements
of
evaluative
research
in
a
corrections
setting.
Process
requirements
include
the
relationship
of
the
evaluator
to
management
and
line
staff,
methods
for
encouraging
accurate
reporting
of
data,
and
the
implications
of the
evaluator’s
position
in
the
organizational
structure.
Product
requirements
include
distinguishing
between
in-
program
and
post-program
outcome
measures,
defining
adequate
post-program
measures,
and
the
validity
of
measures,
in
particular
recidivism.
Various
methodo-
logical
problems
that
are
discussed
include
evaluating
dynamic
programs
with
dynamic
populations,
the
selection
of
comparison
groups,
and
the
effects
of
differential
post-release
experiences
on
outcome.
hue
area
of
evaluation
is
a
relatively
new
field
of
research.
i Consequently,
guidelines
for
evaluation
have
not
been
clearly
defined.
The
present
paper
separates
issues
in
evaluative
research
into
the
process
and
product
requirements
(Scriven,
1972).
Specifically,
the
issues
dealt
with
are
those
that
have
arisen
from
attempts
to
do
evaluative
research
in
a
corrections
setting.
There
are
several
problems
encountered
in
this
setting:
(1)
Program
objectives
are
dictated
at
least
in
part
by
the
policies
of
groups
external
to
the
specific
correctional
institution,
such
as
legislative
bodies,
government
agencies,
and
the
central
administra-
tion
for
the
prison
system.
[238]
(2)
Program
design
often
occurs
prior
to
the
formulation
of
evaluative
studies.
(3)
Evaluative
researchers
in
corrections
settings
are
faced
with
program
objectives
that
are
especially
vague
and
difficult
to
measure.
(4)
Program
administrators,
rarely
experienced
at
working
with
evalua-
.
tive
researchers,
are
not
accustomed
to
using
evaluative
data
in
the
’
decision-making
process.
(5)
There
are
usually
insufficient
resources
available
to
the
institutions
for
research
efforts.
PROCESS
REQUIREMENTS
OF
EVALUATIVE
RESEARCH
ROLE
OF
RESEARCH
IN
AN
ORGANIZATION
The
relationship
that
is
established
between
the
evaluator
and
both
management
personnel
and
line
staff
will
determine
the
success
or
failure
of
the
effort
to
evaluate
a
program.
Thus,
it
is
important
for
the
evaluator
to
define
his
or
her
role
in
the
.
organization
to
management.
The
first
task
is
to
teach
manage-
ment
how
to
use
evaluation
resources,
which
includes
providing
guidance
in
the
formulation
of
researchable
questions
and
the
application
of
evaluative
data
to
decision-making.
Second,
the
evaluator
must
recognize
and
attempt
to
deal
with
the
fact
that
the
potential
for
negative
findings
will
be
threatening
to
the
organization.
Therefore,
if
the
organization
is
to
obtain
and
utilize
evaluative
products,
it
is
essential
that
the
evaluator
discuss
with
management
the
possible
interpretations
of
both
positive
and
negative
findings.
It
is
also
necessary
to
explain
the
subtle
distinction
between
the
effectiveness
of
a
program
and
the
effectiveness
of
an
administration.
Realistically,
this
can
be
..
accomplished
only
when
the
program
is
viewed
dynamically
(not
in
a
go/no-go
framework),
i.e.,
change
is
anticipated
as
a
regular
feature
of
program
development
and
not
seen
as
program
and/or
administrative
failure
(Campbell,
1967).
Final-
ly,
if
the
administration
realizes
that
research
can
prevent
long-term
failure
by
providing
information
for
continuous
To continue reading
Request your trial