Locally adapted and culturally sensitive evaluation approaches are needed throughout the world. International students studying evaluation theory in the U.S. must both understand evaluation theory itself, and have a good grasp of the U.S. context in which it was developed and intended for use. They must then attempt to translate the theory into their own contexts, adjusting for differences in culture and socio-political realities, and assess its possible utility in their own evaluation work back home. This task is challenging; often, international students are inadequately prepared for it. In this article, both international and U.S. students reflect on the cultural, communication, and instructional difficulties of this process.
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