Policy evaluation is carried out to examine the effects of the policies of respective institutions, individuals and to evaluate the policies in terms of their necessity, efficiency, validity in order to ameliorate and facilitate the planning and implementation.
In today’s world, policy evaluation is inevitable. What actually makes people nervous is the outcome of the policy evaluation. All policies can never be fairly evaluated and this should not come as a surprise. As with every other stage of the policy process, evaluation is difficult, in large part because it is politically influenced. As Michael Scriven says that evaluation is nervous making because basically it judges the efficiency, ability, and competence of the policy-maker. This suggests that school leaders cannot take the outcome of policy evaluation for granted. School leaders always fear getting their policies terminated or altered and this very factor leaves them nervous and sometimes skeptical of the entire process.
As a result, many policies are poorly evaluated and some are never even evaluated. Sufflebeam believes that educators need a broader definition of policy evaluation than just determining whether the objectives have been achieved.(Sufflebeam, 1971)
Policy evaluation is a nervy business because its results attach different labels to the one evaluated. One can be evaluated as efficient and other as deficient. Since there are always so many stakeholders in the evaluation process, the outcome is most likely to affect them positively or negatively.
When some program or policy is terminated, the stakeholders always resist vehemently. The process may even lead to the sacking of some inefficient stakeholders. Therefore, the policy makers must anticipate the outcome and be able to deal with the unpleasant situation.
Stufflebeam, D. L., Foley, W. J., Gephart, W. J., Hammond, L. R., Merriman, H. O., & Provus, M. M. (1971). “Educational Evaluation and Decision-making in education”., Itasca, IL: Peacock.