Many Indigenous communities are skeptical about the value of evaluation, and do not view evaluation as useful. This view is rooted in a history of having non-Indigenous evaluators entering communities and evaluating programs or projects without considering community values and priorities, and without involving the community in a respectful and meaningful way. As is the case with other forms of research, for many years, evaluation was largely designed, controlled, and implemented by non-Indigenous agencies and evaluators.
 
There are a growing number of evaluators developing culturally appropriate approaches to evaluation which prioritize Indigenous knowledge, values, and methods. There is also a movement to create a space for genuinely collaborative partnerships in evaluation.
 
There are several different terms used to describe these new approaches, such as “culturally competent evaluation,” “culturally sensitive evaluation,” “culturally responsive evaluation,” or “Indigenous-led evaluation.”
There are a growing number of evaluators developing culturally appropriate approaches to evaluation which prioritize Indigenous knowledge, values, and methods.

Culturally Competent (or Sensitive) Evaluation

This term refers to evaluation which is commissioned and carried out by non-Indigenous evaluators, but which involves Indigenous experts in at least some aspects of designing and implementing the evaluation. This approach recognizes and respects Indigenous values and community protocols and ensures that data collection methods are culturally appropriate.

Culturally Responsive Indigenous Evaluation

This term refers to evaluation that is grounded in Indigenous knowledge and theory and may use Indigenous research methods to design and implement an evaluation study. It is conducted for the benefit of Indigenous governments or communities, but may not be exclusively Indigenous led. Dr. Nicole Bowman (Mohican/Lunaape) is an Indigenous evaluator based in the U.S. who uses this approach in her work. She describes it as a blending of Western and Indigenous values and world views which results in an evaluation framework with the following features:

  • A focus on sharing knowledge and strengths, using a strength-based approach;
  • Sees challenges as opportunities for applying teachings and community problem solving activities;
  • Addresses needs and gaps by humbly asking for help, co-developing solutions, and restoring balance; and
  • Uses community knowledge to document best practices that guide decision-making.
 
This approach is effective in situations where programs are funded or delivered under multiple jurisdictions, such as partnerships between public and Indigenous governments, and where the design and findings need to be accepted by Indigenous and non-Indigenous agencies and stakeholders. It also works well for collaborations between Indigenous and non-Indigenous evaluators.

Indigenous-Led Evaluation

This term is used to describe evaluation that is led by Indigenous people, for Indigenous governments or communities, on their own terms. Non-Indigenous evaluators may be invited to participate but it is not automatically assumed that they are the experts or will lead the process. 
 
Nan Wehipeihana is a Māori evaluator from Aotearoa (New Zealand) who describes the desired state of Indigenous-led evaluation as one in which Indigenous evaluators are conducting evaluations that are done for Indigenous people, by Indigenous people, and as Indigenous people. But she also acknowledges the fact that there are relatively few Indigenous evaluators available today in New Zealand, or Canada, and so proposes that there needs to be a serious effort to build evaluation capacity among Indigenous peoples. 
 
In the short term, Indigenous-led evaluation can be conducted by non-Indigenous evaluators partnering with Indigenous people to guide evaluations; increasing the cultural competence of non-Indigenous evaluators; and positioning Indigenous values and principles as foundational in evaluations that are being done with and for Indigenous communities.