ABSTRACT
This chapter begins by providing the rationale for developing Transformative Evaluation, describing the youth work practice context at the time of development. The Transformative Evaluation model synthesises the aspects of transformative paradigm, appreciative inquiry (AI), most significant change technique and practitioner evaluation. AI is based on the theoretical framework of positive psychology, and as such it is a strength-based approach. The Most Significant Change technique is a dialogical, story-based evaluation tool that was developed by Rick R. Davies in 1996 to address some of the challenges associated with evaluating a complex, participatory, rural development program in Bangladesh. Practitioner evaluation was first developed by Lawrence Stenhouse who argues that practitioners are the best judges of their own practice. Perceived limitations that can be raised in relation to this Transformative Evaluation model are similar to those raised in regard to many other forms of participatory evaluation, namely notions of validity, reliability and generalisability.
