The dissemination of evaluation results should be tailored to stakeholder needs and assessment of risks and benefits (Lee, 2007). Deliverables of culturally competent evaluations target multiple audiences and are creative in presentation style, product, language, tone, and graphics (CDC, 2014; Endo Inouye et al., 2005).

Results from culturally responsive evaluations should be widely shared and presented clearly for all of the intended audiences (Frierson et al., 2002). This may require multiple, audience-specific communication formats (Hood et al., 2015).

Culturally responsive and equitable evaluation (CREE) is a compilation of culturally responsive and equity-focused evaluation approaches. Analysis and dissemination would follow those of culturally responsive evaluation, culturally responsive Indigenous evaluation, and other participatory approaches that lead to both accessible and actionable findings (Mendez & Taniuchi, 2020; Anderson et al., 2020).

A culturally responsive Indigenous evaluation (CRIE) is designed to be useful within the community and community context, and be reflective of the communities, stories, traditions, and culture. Results and use are designed to underscore the political and legal context of Indigenous communities (Bowman et al., 2015). Thus, dissemination of results and findings are reflective of the culture and may include traditions unique to Indigenous populations. Using community and experiential knowledge to document evidence-based practices that guide decision-making and a future sustainable vision are considered key features of CRIE (Waapalaneexkweew, 2018). Key questions to consider in the evaluation of findings are: How can capacity among community members be built? What did community members learn? What did they do with what they learned? (Chouinard & Cousins, 2007)

Empowerment evaluation has three steps to guide communities through their own self-assessment process and an evaluation dashboard to help them monitor their own progress toward desired goals: (1) establishing the mission in which groups come to agreement about their values and visions; (2) taking stock, in which the group evaluates its vision and mission; and (3) planning for the future in which the group plans for future activities, monitoring, and what will be considered as credible evidence (Fetterman, 2012).

Critical to equitable evaluation and the practice of the Equitable Evaluation Framework™ (EEF) in both the international and domestic contexts is the use of evaluation findings for policy and systems change. Bamberger and Segone (2011) note that, “knowledge generated through an equity-focused evaluation provides evidence to influence major policy decisions to ensure that existing and future policies will enhance equity and improve the well-being of worst-off groups.” Indeed, policy development is often in service of trying to provide for communities at large, thus, “evaluation findings or the process itself should be used to move policy and practice that can either promote or inhibit equity” (LaFrance & Nichols, 2008 as cited in Dean-Coffey et al., 2014). The Equitable Evaluation Framework™ “requires the ability to influence conversations that shift culture and practice, and impact resource allocation” (EEI & GEO, 2021).

 The transformative paradigm means an “explicit connection is made between the process and outcomes of research and furtherance of a social justice agenda” (axiology assumption) (Mertens, 2007). Ensuring that evaluation can and will further a social justice agenda requires consideration of the products that will be developed and how they will be utilized. “The challenge is to approach the evaluation in a way that builds in a greater likelihood of utilization. However, the challenge goes further, and asks, ‘What is the evaluator’s role in facilitating utilization in a way that holds greater promise that the social ills that formed the basis for the need for the program can actually be ameliorated?’ ‘How can we insure or increase the probability that the bridge between evaluation findings and social transformation can be crossed?’ Transformation can only occur if this information is used to inform policies that effectively address the inequities that create the need for social programs” (Mertens, 1999).