{'fraction_non_alphanumeric': 0.02551521099116781, 'fraction_numerical': 0.011776251226692836, 'mean_word_length': 5.580645161290323, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Theory-Based Evaluation and Learning: Possibilities and Challenges

Originated in the 1970s, decried in the 1990s, theory-based evaluation recaptured debate at the European Evaluation Society conference in 2002. The promise is that the set-up, implementation, delivery and utilization of evaluation research may be facilitated by taking the assumptions and objectives of public policy as a starting point. In addition, a theory-based approach is considered to be valuable for a government that wants to learn, whilst potentially reconciling positivist and constructivist approaches. This article explores the rationale for a theory-based approach in policy development, debate, learning and evaluation utilization. It does so by confronting the–often paradoxical–dilemmas that haunt every evaluator (and policy maker). How can we do justice to societal complexity yet still maintain focus? How can we enter apparently closed policy systems? And how do we find a balance between mere improvement and innovative learning?