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In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee's Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationally through soft power to promote: common standards of evaluation practice; a dominant model of evaluation (impact evaluation); and new evaluation roles, relationships and practices for the field of development. Moreover, we argue that this emerging complex multilateral agenda for evaluation may position evaluation and evaluators within a global governance strategy allowing greater influence to international development organizations. We conclude with a discussion of the implications of the analysis for evaluators working in the field of international development.

In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee's Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationally through soft power to promote: common standards of evaluation practice; a dominant model of evaluation (impact evaluation); and new evaluation roles, relationships and practices for the field of development. Moreover, we argue that this emerging complex multilateral agenda for evaluation may position evaluation and evaluators within a global governance strategy allowing greater influence to international development organizations. We conclude with a discussion of the implications of the analysis for evaluators working in the field of international development.

"Introduction The origins of modern day international assessments of student skills are often traced back to the First International Mathematics Study (FIMS) conducted by the International Association for the Evaluation of Educational Achievement (IEA) in the early 1960s. The undertaking of an international project at that time, with few modern technological conveniences to speak of (no email, fax, internet and only minimal access to international phone lines) and a shoestring budget, speaks to the dedication and vision of the scholars that were willing to attempt such a feat. The first executive director of the IEA, T. Neville Postlethwaite (1933-2009), once recounted the story of sending off the first round of assessments and not knowing for months if the assessment booklets had even arrived at their destinations, let alone whether or not the assessment was actually being administered in the 12 countries that initially participated"--