Application of Logic Modeling
Processes to Explore Theory of
Change from Diverse Cultural
Perspectives
Ricardo Millett, Sharon Dodson, & Cynthia Phillips
American Evaluation Association
November 4, 2000
Whose Logic Model …and for
Whom?
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Logic Models Are Subjective
“Since the measuring device has been
constructed by the observer..we have to
remember that what we observe is not
nature itself but nature exposed to our
method of questioning” Heisenberg
“We see things not as they are, but as
we are….” Anais Nin
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Common Issues Encountered
“too linear…”
“too limited…”
“…constraining”
“doesn’t capture
complexity…”
“…nuances are lost”
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“too graphic…”
“needs more specific
details…”
“…connections are
not clear enough…”
“not evaluable…”
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Reflection Activity 1
What are some of the distinguishing
characteristics of each model?
Strengths, limitations?
Utility?
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Model
1
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Model
2
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Model
3
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Model
4
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Ways of Showing—Logic Models
Causal
(Attribution)
Linear
(Synchrony)
MODEL 1
MODEL 2
theory testing idea mapping
MODEL 3
Non-linear
(Asynchrony) theory testing
November 4, 2000
Non-Causal
(Contribution)
MODEL 4
idea mapping
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Epistemic Style (Draze, 2000)
Metaphoric
Eclectic
Rational
Theory of
Action
Change Agent
Facilitator
Educator
Attitude
Toward Data
Intuitive,
sense
making,
ambiguous
Pattern
depends on
situation and
context
Logical,
precise,
analytic
Evaluation
Focus
Process
Process and
outcomes
Outcomes
Theory and
Practice
Theory
generating
Theory
mapping
Theory testing
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American Evaluation Association
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Ways of Knowing--Epistemology
Causal
(Attribution)
Linear
(Synchrony)
Non-linear
(Asynchrony)
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Non-Causal
(Contribution)
MODEL 1
MODEL 2
MODEL 3
MODEL 4
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Conclusion--Locus for Growth
If the audiences of evaluation were more
consistently understood and the range of
assumptions respected would interpretation
and use of logic models change?
The key is to be conscious of our theories in
use and be aware of how they are influencing
our observations of the world.
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American Evaluation Association
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