We present an empirical case study of an Evaluation Capacity Building (ECB) initiative in a school in Israel. First, we tell the story of the school's 10-year journey toward the successful integration of evaluation through ECB. Then we examine the case according to King's (2002) four elements of ECB: teachers, students, the curriculum, and the context. We present four concrete examples of evaluations conducted at the school illustrating how these elements influenced the results of ECB. We follow this presentation with a discussion of the case in relation to other ECB checklists.
In this article we examine the role of the evaluator in the process of organizational learning, and discuss the conditions necessary to facilitate the productive execution of such a role and the consequent ramifications for evaluation. First, we describe the process of organizational learning as presented in the literature of organizational learning. Second, we examine the demands that process presents to evaluators. Third, we discuss organizational learning within the context of participatory evaluation, and then explore the role of the external learning agent.