Literaturnachweis - Detailanzeige
| Autor/in | Flanagan, John C. |
|---|---|
| Institution | American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. |
| Titel | A Critique of the Measurement and Instrumentation Aspects of Educational Evaluation and Decision-Making. |
| Quelle | (1971), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Data Collection; Decision Making; Educational Objectives; Evaluation; Evaluation Methods; Formative Evaluation; Individualized Programs; Measurement Techniques; Student Participation; Summative Evaluation |
| Abstract | This critique of the Phi Delta Kappa Study Committee on Evaluation's report opens with a short description of the report; its definition of evaluation as "the process of delineating, obtaining, and providing useful information for judging decision alternatives," its detailed description of the decision-making process together with descriptions of possible decision settings, decision types, and problems related to decision-making. Four types of evaluation referred to in the PDK report are discussed: context, input, process, and product. Support is given to the report's emphasis on context evaluation and its division into contingency and congruence modes. The distinction made between context and product evaluations is endorsed, but the proposed development of specifications and procedures for data collection is considered inadequate. The suggestion to use individual students in evaluation studies is regarded as relevant and valuable but new data collection techniques are recommended. A case is made for greater involvement of students in determining individual educational objectives, particularly in their later educational years. (LR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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