Developmental Evaluation in Theory versus Practice: Lessons from Three Developmental Evaluation Pilots

Background. Developmental Evaluation (DE) practitioners turn to DE theory make design and implementation decisions. However, can experience difficulty in fully understanding how implement using because it is method agnostic (Patton, 2016). Instead, a principle-based approach.
 Purpose. This article presents an empirical examination of was (or not) applied during three pilots. Our analysis aims better understand used practice expand the evidence base strengthen future implementation.
 Setting. A consortium organizations implemented pilots through United States Agency for International Development (USAID) from November 2016 September 2019. The authors—who participated consortium—did not DEs but instead conducted study or meta-evaluation across pilots.
 Data Collection Analysis. focuses on results ex post facto based entire experience. For each studied, we mixed methods collect data effectiveness approach, identify adaptations USAID context, measure its value stakeholders. included more than 100 hours interviews, 465 pages qualitative data, 30 surveys completed by participants.
 Findings. We find that ability apply principles influenced, no particular order, participant buy-in DE, Evaluator’s aptitude, support resources available Evaluator, number participants. also change this should be closely monitored throughout inform whether paused prematurely ended.
 Keywords: Evaluation; developmental evaluator skills; buy-in; practice; funder;