ABSTRACT

Given the increasing importance of evaluation, how should the intergenerational field approach evaluation as we move toward the year 2000? In this article, I argue that the approach should be two-fold: first, intergenerational programs of all types must emphasize the thoughtful, comprehensive planning of evaluation. Given the changing political and funding environment, professionals at all levels must plan their evaluation proactively, weighing carefully what they wish to learn, considering the audience to which they will address their evaluation, and assigning clear roles and responsibilities.