4th Generation Evaluation: Constructivist – Responsive

Part 4: Formative and illuminative

Guba and Lincoln assertively propose that the fourth generation evaluation model addresses shortcomings inherent in the preceding three generations. They contend that the foundational principles of all previous evaluations are rooted in the positivist paradigm, which seeks a singular truth. According to them, this adherence to scientific methodology often results in overlooking contextual nuances and fails to embrace diverse perspectives and negotiation. Additionally, they argue that evaluation processes tend to prioritize the interests of the client, neglecting the plurality of values held by various stakeholders.

The fourth generation evaluation, in contrast, prioritizes responsiveness to stakeholders' input. It embodies an ongoing, iterative process where evaluation findings continually inform and enhance the program in a formative manner. The primary objective of this evaluation approach is illumination—a deepened understanding and awareness among all stakeholders. Central to this process is a constructivist framework, which necessitates the active engagement and interaction of stakeholders' viewpoints. Here, the notion of "truth" emerges through consensus among well-informed and diverse stakeholders. The criticism of the fourth generation evaluation is that despite the grand rhethoric of giving voice to all stakeholders, there are voices that are louder than others and often the more powerful, influential or higher status voices will hold sway. A related objection is that a 'consesus' of opinion is not necessarily the most efficient in terms of programme evaluation and there is a case to argue that more experienced expertise should be given more weight.

In summary, the fourth generation evaluation model represents a departure from traditional, top-down evaluation approaches. Instead, it emphasizes collaboration, dialogue, and continuous improvement, guided by a constructivist philosophy that acknowledges the complexity and diversity of perspectives within educational contexts.