A Democratic Model and Some Policy Recommendations: Multicultural Educational Evaluation.

Autor/in	Schlessman-Frost, Amy
Titel	A Democratic Model and Some Policy Recommendations: Multicultural Educational Evaluation.
Quelle	(1991), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Community Involvement; Cultural Awareness; Democracy; Educational Assessment; Educational Policy; Elementary Secondary Education; Evaluation Methods; Guidelines; Models; Multicultural Education; Parent Participation; Participative Decision Making; Policy Formation; Standardized Tests; Student Participation; Teacher Participation + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Demokratie; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Richtlinien; Analogiemodell; Multikulturelle Erziehung; Elternmitwirkung; Politische Betätigung; Standadised tests; Standardisierter Test; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	A democratic model of educational evaluation and some policy recommendations to develop culturally appropriate evaluation are presented. The traditional hard science paradigm in research must be replaced with evaluation designed to feed back to communities of varying cultural backgrounds. The most fundamental assumption of the new model is democracy, or the democratic principle, meaning participation by people in decisions that affect them. The value-aesthetic focus is to identify shared and cherished ideas from multiple cultures. The shared value system of a multicultural democracy will be operationalized into new forms of educational evaluation through participatory design development that involves representation of each participating culture in the selection of evaluation methodology. Culture must be incorporated into the discourse categories of evaluation to make evaluation a contributing part of the democratic process of education. The bottom line for the new model of evaluation is not the use of usual descriptive information gathered from standardized and normed instruments; rather, the intent is to prescriptively reinform the participants of their own perceptions of their children's school environment, instruction, and the values transmitted. One figure presents the evaluation model. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01