A Report on the Elements of Research and Evaluation
Research and evaluation are at times used interchangeably. This causes issues and confusion for various reasons as the two words, their meanings, and the elements which make them are unique and very different from one another. The two words, although they share some similarities also have very significant differences. Both evaluation and research seek to gain knowledge to a degree (Lonti & Gregory, 2007).
Research and evaluation also both take investigation and time to accumulate. The two words can also mean the method by which information is obtained, the type of information gained, or the process of obtaining the information (Loni & Gregory, 2007). Dependent upon what type of information is obtained and the purpose of that information as well as the means of obtaining it will determine whether the information is research or evaluation.
This paper will discuss the elements of research and evaluation. It will further discuss how the two are alike as well as how they are different. In analyzing the various elements of the two, further insight will be gained in the effective utilization of the two as tools in building and assessing various environments, roles, and accountabilities. Research and evaluation as mentioned previously can be seen as both a process and an outcome (Fitzpatrick, Sanders, & Worthen, 2004). This will be discussed more thoroughly throughout this paper as well. Many times, individuals pose the question, "what is the difference between research and evaluation?" This paper will seek to answer this question as well as many others in this regard.
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Research is the acquisition of knowledge particular to a topic. If an individual wishes to know the facts pertinent to a topic or situation, they conduct or gather the research necessary to understand that which they are seeking to find out. Research will show an individual how something works or what facts have been previously obtained or analyzed (Mathison, 2008). Research can be analyzed to further understand various perspectives of others as well as the underlying elements of a particular set of data.
Research can be, but is not limited to generalizations (Fitzpatrick, et.al., 2004). For instance, an individual may study and research many wars throughout history and find similar elements in all of them, but the research will not necessarily generalize the elements to all wars in History. Research may be broad in scope, or it may apply to a distinct topic or class of events of objects (Mathison, 2008). In Government organizations or school districts in particular, research may be conducted to determine the demographics of a particular community. The demographics may be analyzed and researched either at a very broad and generalized degree, or may be researched down to every single household.
Prior to conducting a research project, the end result or question that is being sought must be determined in order to stay on track in investigating and researching what is needed. Policy analysis is a type of research in which the gathering of information and facts as well as the analysis of such is directly tied to decision making (Mathison, 2008).
Research generally asks what something does, why it does what it does, and what elements make it perform the way that it does. Research also answers questions as to who, what, when, where, and how (Fitzpatrick, et.al., 2004). In research, a scientific inquiry is conducted to produce knowledge which can often be generalized. Research essentially advances broad knowledge and sets the foundation for theories that can be tested. "Research is the quest for laws ---- statements of relationships among two or more variables" (Fitzpatrick, et.al., 2004).
Evaluation particularizes and seeks to understand how well something works. To evaluate means to judge or appraise something or someone. In evaluation, an individual seeks to understand how something is working and whether it is working to the best of its abilities (Fitzpatrick, et.al., 2004). To evaluate means to examine or inspect. As stated in Program Evaluation, evaluation has been around since the beginning of time (Fitzpatrick, et.al., 2004) Evaluation takes time and effort to study and understand as well as appraise or analyze how well something is working.
In order to evaluate, an individual must first attain the knowledge pertinent to understand how something should be performing if at the best of its capabilities. Evaluations may be used for various purposes, one of which is to make decisions or changes in order to implement strategies, tactics, or to aid or benefit that which was evaluated. When a process is evaluated, it may continue, be modified, or done away with altogether depending on the findings of the evaluation.
Evaluations can be utilized as tools to benefit programs, groups, organizations, or individuals (Mathison, 2008). Effective evaluations seek to answer not only what is not working well, but also what is working well and how that can be built upon to do even better (Fitzpatrick, et.al., 2004). Evaluations provide insight when it is needed most. These can be formal or informal evaluations as many individuals are evaluated daily in how well they are performing a particular task.
The primary purpose of an evaluation is to help the stakeholders involved. The stakeholders are the individuals who determine what will be evaluated and how they will use the information obtained. Many evaluators have argued that the role of the evaluator is more than just to determine the merit or to pass judgement (Mathison, 2008). They have gone as far as to say the evaluator must be a friend or a voice for the smaller voiced to the stakeholder. These evaluators have seen their roles develop over time. (Fitzpatrick, et.al. 2004). Dependent upon the evaluation questions to be answered, an evaluator must determine the best method for evaluation. Differences between Research and Evaluation.
There have been some arguments as to whether research and evaluation are different or if they are varying degrees of the same method. Mathison states in "Issues of the Profession", that at one particular time individuals compared distinguishing research and evaluation the same as comparing mathematics and statistics (2008). Until one fully understands and appreciates the two, they cannot understand how they would be different. It is similar to saying that apples and oranges are the same because they are both round fruits. Similarly, research and may share characteristics, but they are entirely different methodologies, tools, and processes.
Research seeks to gain information or knowledge that can be generally applied. Evaluation seeks information very particular to the circumstance, environment, setting, or group. The agenda of the research is set by the researcher, whereas the agenda of the evaluation is set by the stakeholders. Research is conducted within a controlled setting, whereas evaluations are conducted with various key players and varying settings. "Evaluation is designed to improve something, while research is designed to prove something" (Mathison, 2008).
Evaluation is more concerned with individuals on a micro level, whereas research is more concerned at a macro level. Evaluations are very particular and very useful in developing practices or implementing new strategies to grow and build. Research is conducted so that the information is better utilized overall and cannot easily be manipulated to be directly applicable to any group or any situation because of the varying elements that are involved. Evaluation is more personal than research is. Evaluations can be utilized to change processes, but this is typically done at a group or organizational level, as it is more difficult to generalize evaluation findings. Research and evaluation are designed to fulfill two very different purposes (Mathison, 2008).
Another difference between research and evaluation is how they are judged for quality. Research is judged by its accuracy, validity, and ability to be generalized and applied broadly. Evaluation is judged based on utility, feasibility, and accuracy to a degree (Fitzpatrick, et.al. 2004). The two cannot be judged the same because they are not the same. If the information of an evaluation is valuable to its stakeholders, it is not necessarily valuable to anyone else. Research, on the other hand, can often be generalized, and may be beneficial or valuable to many individuals as well as future researchers.
Individuals may choose a profession of being a researcher in a particular field, or they may choose to be an evaluator. Both fields are equally difficult to master and take many hours of training and education. Research is an acquisition of knowledge, and so is evaluation (Mathison, 2008). In order to conduct a research or an evaluation, the questions one is seeking to answer must be acquired, and an individual must be prepared to conduct the research or the evaluation without bias and as thoroughly as possible (Fitzpatrick, et.al. 2004).
Research and evaluation also both provide valuable information (Fitzpatrick, et.al., 2004). This information may be utilized to draft policies, to change opinions, to modify existing organizations, to answer particular questions, or to present evidence to support or reject a cause. Researchers and evaluators are needed in many types of organizations. Evaluators and researchers are regularly used in businesses, schools, and government agencies as well as financial institutions and insurance companies (Mathison, 2008).
Research and evaluations can take place at various stages of an organization. They may be conducted prior to the start of a new program, during a program, or at the end to determine the cause of failure and what can be done differently in the future (Twycross & Shorten, 2014). Students are taught about both research and evaluation so that they can use them as tools in their professional careers (Lonti & Gregory, 2007). The two words are also used as methods, as well as results or findings. The findings may be compiled in data sets, graphs, or reports. Also, both are beneficial in that they provide insight for potential future planning or further studies.
There are many different types of studies that make up both research and evaluation as well. Neither one is simply comprised of one study. Similarly, there are multiple ways of gathering the information needed to conduct both research and evaluations (Lonti & Gregory, 2007). Both are also often ongoing and never completely finished. Although an evaluation may be finished for a particular time or with a particular group on a particular assessment, there will most likely be future evaluations that will build from or compare to previous evaluation data (Twycross & Shorten, 2014). Research is similar in that ongoing studies will build from the data compiled and either continue or reject the previous findings. Both are often referred back to.
"Evaluation is the identification, clarification, and application of defensible criteria to determine an evaluation object's value, its merit, or worth, in regard to those criteria" (Fitzpatrick, 2004). Research is the investigation or gathering of information in order to draw a conclusion that can be generalized. Both research and evaluations are forms of study and involve investigation, questioning, analyzing, and reporting (Mathison, 2008). Both methods as well as their findings can be summarized through graphs, tables, and reports. They both also take a great deal of training and expertise as well as knowledge (Lonti & Gregory, 2007).
The purpose of the research is determined by the researcher. The evaluation questions as well as the scope, and the purpose are determined by the stake holders. Where research asks why and what happens, evaluation essentially seeks to find out how well something performs and what indicators are they being graded or analyzed against (Lonti & Gregory, 2007). The information from both can be further utilized to conduct future research and/or evaluations, and the accuracy of the information is of utter importance in both research and evaluation.
Research provides generalized information, whereas evaluations particularize the information so that it is pertinent to the group that has ordered the evaluation (Twycross & Shorten, 2014). Research is essentially seeking the facts of what is what. Evaluation seeks to find what is most valuable. Both research and evaluation utilize various methodologies and the various experts within the two fields may disagree on what the true definition of their profession is, or what their primary duty is, or who they should speak for, however, both have very particular skills and qualities that are utilized in the scientific communities, in the government sectors, private sectors, financial sectors and the education and development sectors.
They both also draw from other disciplines to support their findings. "All researches and evaluations start with important questions, require data to answer the questions, and each needs a systematic approach and sound design" (Lonti & Gregory, 2007). Both are very much needed and play key parts in our society as well as the educational system. With every research development, programs are further developed. With every evaluation, standards are more clearly written and individuals and programs become more successful (Twycross & Shorten, 2014).
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