Evalueringevaluering

Evalueringevaluering is a term used in evaluation theory to denote the reflexive practice of evaluating the evaluation process itself. It focuses on second-order assessment, asking how well an evaluation is designed, conducted, and communicated, rather than only what it concludes about a program or policy.

Etymology and usage: The term blends the Dutch/Norwegian word evaluering with repetition to signal meta-level assessment. It appears in international methodological discussions and is used especially in contexts where there is a desire to improve evaluation quality, transparency, and usefulness. The concept is not tied to a single formal framework and is found across disciplines such as public policy, education, and social research.

Purpose and scope: Evalueringevaluering aims to enhance the credibility and utility of evaluations by scrutinizing design choices, data collection methods, analysis procedures, interpretation, and the use of results. Key concerns include validity, reliability, bias mitigation, ethics, stakeholder engagement, and the accessibility of findings. It often operates as a meta-evaluation—an evaluation of evaluations themselves—to identify strengths and gaps in evaluative practices.

Methods: Common approaches include meta-evaluation, process evaluation of the evaluative activity, audit trails of decision-making, reflexive journaling by evaluators, and independent peer reviews. Transparent reporting and explicit criteria for judging evaluation quality are typical features, along with feedback loops that inform future evaluations.

Applications and reception: The practice is most visible in fields that require rigorous accountability and learning, such as public administration, development programs, and educational initiatives. It remains a niche concept, valued for promoting methodological rigor while inviting critique of evaluative processes. See also evaluation, meta-evaluation, and evaluation theory.