Tiffany L S Tovey
Biographic Data
| ID | 4411574 |
|---|---|
| NAME | Tiffany L S Tovey |
| GIVEN NAMES | Tiffany L S |
| FAMILY NAME | Tovey |
| SIGNATURE | TOVEY T L S |
| AFFILIATIONS | University of North Carolina at Greensboro, Greensboro, NC, USA |
| ORCID | 0000-0002-7813-4485 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Producing Competent Evaluators: A Self-Study of a Graduate Evaluation Program
Preparing evaluators requires more than technical training. It requires cultivating the judgment to navigate uncertainty, complexity, and equity concerns. This study examines how evaluator competencies are developed through a collaborative, reflective self-study of a graduate evaluation program at a Minority Serving Institution in the southeastern United States. Twenty-two students and alumni participated in interviews exploring how evaluator com…
Our Frame is Everything: Insights from a Reflective Dialogue on Positionality in Evaluation
In Spring 2025, two evaluators situated in the Southeastern U.S. came together in reflective dialogue to explore how our positionalities shape our evaluation practice. Across recorded conversations and reflections both individually and together, we examined how our identities, values, and experiences have and continue to shape every component of our work, from its technocratic, positivist-leaning, “science” aspects to its relational, deliberative…
Stories against stigma: Comparing efficacy of a perspective-taking intervention to reduce prejudice toward persons with mental illness versus persons with HIV
Reflections on the Intersections Between Collaboration and Use in Evaluation Practice
In this reflective case, we examine the role and function of collaboration in use-oriented evaluation approaches. Reflecting on our experience evaluating a program that sought to integrate new technologies into K-12 teaching and pre-service teacher education, we found that the desire and pursuit of making evaluation useful can influence why, with whom, and how we choose to collaborate, in turn shaping the substance of our evaluative questions, me…
Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion
More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the Nati…
Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives
The purpose of this study was to determine professional evaluators’ perceptions of reflective practice (RP) and the extent and manner in which they engage in RP behaviors. Nineteen evaluators with 10 or more years of experience in the evaluation field were interviewed to explore our understanding and practice of RP in evaluation. Findings suggest that RP is a process of self and contextual awareness, involving thinking and questioning, and indivi…
Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives
The purpose of this study was to determine professional evaluators’ perceptions of reflective practice (RP) and the extent and manner in which they engage in RP behaviors. Nineteen evaluators with 10 or more years of experience in the evaluation field were interviewed to explore our understanding and practice of RP in evaluation. Findings suggest that RP is a process of self and contextual awareness, involving thinking and questioning, and indivi…
Our Frame is Everything: Insights from a Reflective Dialogue on Positionality in Evaluation
In Spring 2025, two evaluators situated in the Southeastern U.S. came together in reflective dialogue to explore how our positionalities shape our evaluation practice. Across recorded conversations and reflections both individually and together, we examined how our identities, values, and experiences have and continue to shape every component of our work, from its technocratic, positivist-leaning, “science” aspects to its relational, deliberative…
Reflections on the Intersections Between Collaboration and Use in Evaluation Practice
In this reflective case, we examine the role and function of collaboration in use-oriented evaluation approaches. Reflecting on our experience evaluating a program that sought to integrate new technologies into K-12 teaching and pre-service teacher education, we found that the desire and pursuit of making evaluation useful can influence why, with whom, and how we choose to collaborate, in turn shaping the substance of our evaluative questions, me…
Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion
More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the Nati…
Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives
The purpose of this study was to determine professional evaluators’ perceptions of reflective practice (RP) and the extent and manner in which they engage in RP behaviors. Nineteen evaluators with 10 or more years of experience in the evaluation field were interviewed to explore our understanding and practice of RP in evaluation. Findings suggest that RP is a process of self and contextual awareness, involving thinking and questioning, and indivi…
Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion
More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the Nati…
Stories against stigma: Comparing efficacy of a perspective-taking intervention to reduce prejudice toward persons with mental illness versus persons with HIV
Reflections on the Intersections Between Collaboration and Use in Evaluation Practice
In this reflective case, we examine the role and function of collaboration in use-oriented evaluation approaches. Reflecting on our experience evaluating a program that sought to integrate new technologies into K-12 teaching and pre-service teacher education, we found that the desire and pursuit of making evaluation useful can influence why, with whom, and how we choose to collaborate, in turn shaping the substance of our evaluative questions, me…
Our Frame is Everything: Insights from a Reflective Dialogue on Positionality in Evaluation
In Spring 2025, two evaluators situated in the Southeastern U.S. came together in reflective dialogue to explore how our positionalities shape our evaluation practice. Across recorded conversations and reflections both individually and together, we examined how our identities, values, and experiences have and continue to shape every component of our work, from its technocratic, positivist-leaning, “science” aspects to its relational, deliberative…
Producing Competent Evaluators: A Self-Study of a Graduate Evaluation Program
Preparing evaluators requires more than technical training. It requires cultivating the judgment to navigate uncertainty, complexity, and equity concerns. This study examines how evaluator competencies are developed through a collaborative, reflective self-study of a graduate evaluation program at a Minority Serving Institution in the southeastern United States. Twenty-two students and alumni participated in interviews exploring how evaluator com…
Evaluation and Performance Assessment (4 works) · Psychology (4 works) · Social Psychology (3 works) · Social Psychology (3 works) · Community Health and Development (2 works) · Computer Science (2 works) · Educational Assessment and Improvement (2 works) · Interpersonal communication (2 works) · Medicine (2 works) · Pedagogy (2 works)