Reconsidering context: Six underlying features of context to improve learning from evaluation

Abstract

This article considers the role of context in ‘theory-based’ evaluations, particularly those that use chain-type path or logic models. Reflecting on the use of causal models in the school professional development field, a set of underlying features of context is developed: the article proposes that context can be dynamic, agentic, relational, historically located, immanent and complex. These features are applied to a consideration of a commonly observed contextual factor: senior leader support for an intervention. The article argues that actively considering these underlying features can allow for a more sophisticated approach to context and concludes with a set of related interrogatory questions for evaluators, aiming to improve learning in future evaluation.