Although most evaluators are familiar with participatory evaluation (PE), the ability to measure stakeholder participation in an evaluation remains challenging. Based on Cousins and Whitmore’s (1998) PE theoretical model, Daigneault and Jacob (2009, 2012, 2014) developed an instrument for measuring the degree to which an evaluation can be considered participatory. The present study used Daigneault and Jacob's Participatory Evaluation Measurement Instrument (PEMI) in the evaluation of a public school district's educator mentoring program. The evaluators examined the benefits and challenges of using the instrument in public school settings. This paper details the procedure of using PEMI to explore the level of stakeholder participation in the evaluation case and uses a process similar to the mini-ethnography method to reflect on the experiences of the evaluators through the procedure. Findings show that in addition to accurately capturing the perceived level of participation, PEMI may be utilized in the planning phases of evaluation.

中文翻译：

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参与式评价测量工具在公立学校教师项目评价中的应用


尽管大多数评估者熟悉参与式评估（PE），但衡量利益相关者参与评估的能力仍然具有挑战性。基于 Cousins 和 Whitmore (1998) 的 PE 理论模型，Daigneault 和 Jacob (2009, 2012, 2014) 开发了一种工具来衡量评估的参与程度。本研究使用 Daigneault 和 Jacob 的参与式评估测量工具 (PEMI) 来评估公立学区的教育工作者指导计划。评估人员研究了在公立学校环境中使用该工具的好处和挑战。本文详细介绍了使用 PEMI 探索利益相关者参与评估案例的程度的程序，并使用类似于迷你民族志方法的过程来反思评估者通过该程序的经验。研究结果表明，除了准确捕捉感知的参与水平之外，PEMI 还可用于评估的规划阶段。