Evaluation Models: Viewpoints on Educational and Human Services Evaluation by Ge

The Nile on eBay   Evaluation Models by George F. Madaus, M. Scriven, D.L. Stufflebeam

Attempting fonnally to evaluate something involves the evaluator coming to grips with a number of abstract concepts such as value, merit, worth, growth, criteria, standards, objectives, needs, nonns, client, audience, validity, reliability, objectivity, practical significance, accountability, improvement, process, pro­ duct, fonnative, summative, costs, impact, infonnation, credibility, and - of course - with the tenn evaluation itself. To communicate with colleagues and clients, evaluators need to clarify what they mean when they use such tenns to denote important concepts central to their work. Moreover, evaluators need to integrate these concepts and their meanings into a coherent framework that guides all aspects of their work. If evaluation is to lay claim to the mantle of a profession, then these conceptualizations of evaluation must lead to the conduct of defensible evaluations. The conceptualization of evaluation can never be a one-time activity nor can any conceptualization be static. Conceptualizations that guide evaluation work must keep pace with the growth of theory and practice in the field. Further, the design and conduct of any particular study involves a good deal of localized conceptualization

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

Attempting fonnally to evaluate something involves the evaluator coming to grips with a number of abstract concepts such as value, merit, worth, growth, criteria, standards, objectives, needs, nonns, client, audience, validity, reliability, objectivity, practical significance, accountability, improvement, process, pro­ duct, fonnative, summative, costs, impact, infonnation, credibility, and - of course - with the tenn evaluation itself. To communicate with colleagues and clients, evaluators need to clarify what they mean when they use such tenns to denote important concepts central to their work. Moreover, evaluators need to integrate these concepts and their meanings into a coherent framework that guides all aspects of their work. If evaluation is to lay claim to the mantle of a profession, then these conceptualizations of evaluation must lead to the conduct of defensible evaluations. The conceptualization of evaluation can never be a one-time activity nor can any conceptualization be static. Conceptualizations that guide evaluation work must keep pace with the growth of theory and practice in the field. Further, the design and conduct of any particular study involves a good deal of localized conceptualization.

Table of Contents

I An Overview of Models and Conceptualizations.- 1 Program Evaluation: A Historical Overview.- 2 An Analysis of Alternative Approaches to Evaluation.- 3 Assumptions Underlying Evaluation Models.- II Models and Conceptualizations.- 4 A Rationale for Program Evaluation.- 5 The Discrepancy Evaluation Model.- 6 Course Improvement through Evaluation.- 7 The CIPP Model for Program Evaluation.- 8 The Evaluation of Broad-Aim Programs: Experimental Design, Its Difficulties, and an Alternative.- 9 Societal Experimentation.- 10 Rationality to Ritual: The Multiple Roles of Evaluation in Governmental Processes.- 11 The Use of Judicial Evaluation Methods in the Formulation of Educational Policy.- 12 Deep Dark Deficits of the Adversary Evaluation Model.- 13 The Clarification Hearing: A Personal View of the Process.- 14 Evaluation Ideologies.- 15 Flexner, Accreditation, and Evaluation.- 16 The Case Study Method in Social Inquiry.- 17 Program Evaluation, Particularly Responsive Evaluation.- 18 Epistemological and Methodological Bases of Naturalistic inquiry.- 19 Educational Connoisseurship and Criticism: Their Form and Functions in Educational Evaluation.- 20 The Explication Model: An Anthropological Approach to Program Evaluation.- 21 Designing Evaluations of Educational and Social Progress by Lee J. Cronbach: A Synopsis.- 22 The Progress of Educational Evaluation: Rounding the First Bends in the River.- III The Standards and the Ninety-five Theses.- 23 The Standards for Evaluation of Educational Programs, Projects, and Materials: A Description and Summary.- 24 Ninety-five Theses for Reforming Program Evaluation.- Contributing Authors.

Promotional

Springer Book Archives

Long Description

Attempting fonnally to evaluate something involves the evaluator coming to grips with a number of abstract concepts such as value, merit, worth, growth, criteria, standards, objectives, needs, nonns, client, audience, validity, reliability, objectivity, practical significance, accountability, improvement, process, pro

Details ISBN9400966776 Publisher Springer Series Evaluation in Education and Human Services Language English ISBN-10 9400966776 ISBN-13 9789400966772 Media Book Format Paperback Series Number 6 Short Title EVALUATION MODELS SOFTCOVER RE Year 2011 Publication Date 2011-11-03 Pages 423 Imprint Springer Subtitle Viewpoints on Educational and Human Services Evaluation Place of Publication Dordrecht Country of Publication Netherlands Edited by D.L. Stufflebeam DOI 10.1007/978-94-009-6675-8 UK Release Date 2011-11-03 Author D.L. Stufflebeam Edition Description Softcover reprint of the original 1st ed. 1983 Alternative 9780898381320 DEWEY 379.154 Illustrations XIV, 423 p. Audience Professional & Vocational We've got this

At The Nile, if you're looking for it, we've got it.With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love!

TheNile_Item_ID:96380901;