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Patton continues the debate by identifying three arenas of evaluation practice in which the formative/summative dichotomy appears limited: knowledge-generating evaluations aimed at conceptual rather than instrumental use; developmental evaluation; and use of evaluation processes to support interventions or empower participants. In so doing, the essence of “evaluation” is more broadly defined, and the impact of harsh criticism on the listener is demonstrated through personal example.
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Michael Quinn Patton (1996) studied this question.
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