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Abstract

Contemporary educational evaluation policy and practice can be challenged by applying critical theory and hermeneutics perspectives in evaluation and by asking whose interests are being served through evaluation. Using educational evaluation in Sweden as the context, the author argues for an explanation-oriented evaluation approach that assumes education is complex, multilayered, and infused with conflicting interests and intentions. The author concludes that evaluations that attend to this complexity have the potential to influence educational policy significantly. © Wiley Periodicals, Inc., and the American Evaluation Association.