When background becomes foreground: Toward context‐sensitive evaluation practice

Abstract

AbstractThis article aims to bring context from the background into the foreground of our work. Especially in more quantitative, outcome‐focused efforts, context continues to play a character role. Though we recognize that context affects what we do and that it affects the programs and policies we study, the attention often is more implicit than explicit, and more as an afterthought when the work does not go as planned or findings are difficult to interpret. In this article, the goal is to give context more of a leading role by offering a framework for thinking about context and how we can enhance our practice by including an explicit focus on context in our evaluation inquiry. The article describes a strategy for contextsensitive practice that balances attention to context, stakeholder needs, and rigor. © Wiley Periodicals, Inc., and the American Evaluation Association.