Abstract
Main goal of the paper is to show the variety of how evaluators could solve the evaluation tasks. Results of the performed analysis present how uneven the outcomes of evaluation could be when different approach is taken.
The article turns attention toward the basics of evaluative thinking by opening the range of alternative methodological and conceptual frameworks that could be used in the course of intervention program evaluation. Evaluation is defined with use of several definitions that put emphasis on methodological aspects of evaluative inquiry.
In detail, there are four different approaches compared: goal-based, goal-free, constructivists and theory-driven. Each of the approaches is briefly introduced, context of its dissemination is explained and it is also described how the approach relates to other approaches.
Useful component of the analysis is an example that highlights the main distinctions among the four approaches and results that each of the approaches can offer.