The “Wha” and “Why” of (Un)E hical Evalua ion Prac ice: A Me a-Narra ive Review and E hical Awareness Framework

Abstract

There is rowin reco nition of the complex moral and ethical tensions associated with evaluation practice. However, there are scant evidence-informed frameworks for cultivatin ethical awareness or informin ethical deliberation across the evaluation landscape. Thus, we aimed to synthesize research evidence on evaluation ethics, and draw on these findin s to develop an evidence-informed evaluation ethics framework. Our methodolo ical approach involved, first, conductin a meta-narrative review of empirical studies on evaluation ethics. Specifically, we conducted a systematic peer-reviewed and rey literature search, then identified, extracted, and thematically or anize data from 20 studies that meet inclusion criteria. Second, in consultation with an ethicist, we curated findin s on ethical concerns within an inte rated evaluation ethics framework. Our results illustrate six thematic patterns of research inquiry on evaluation ethics and hi hli ht trends, and aps. The ethics framework (ACAP) we develop includes four multi-faceted cate ories. It outlines six Acco ntabilities (where ethical consideration is owed), illustrates how ethical Concerns can manifest in practice, and outlines diverse stakeholder roups’ Agency over the mana ement of ethical concerns. Critically, it outlines five meta-cate ories of ethical principles (P) includin systematic and transparent inq iry, accordant self-determination, fairness, beneficence and non-maleficence, and reflexive stewardship. Implications for primin ethical awareness, navi atin ethical conflicts, and advancin evaluation ethics education and research are discussed.