A Paradigm for Early Education Model Evaluation.

Autor/in	Rentfrow, Robert K.
Institution	Arizona Univ., Tucson. Arizona Center for Early Childhood Education.
Titel	A Paradigm for Early Education Model Evaluation.
Quelle	(1974), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Early Childhood Education; Evaluation Methods; Feedback; Formative Evaluation; Models; Summative Evaluation + Suchen Sie Ihr Suchwort? Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Analogiemodell
Abstract	Outlined is a procedure for evaluating early education programs which will produce information useful to the teacher in the classroom, as well as to program development staff involved in refining program practices. Desirable features include "mini-tests" which are easily administered and interpreted by teacher, and will yield feedback relevant to the teacher's daily conduct of the classroom. Of primary importance is an explicit statement of the objectives of the classroom activities, together with a specification of methods for determining progress toward these objectives. There are two aspects to a thorough evaluation paradigm: formative and summative evaluation. Formative evaluation procedures are on-line measures which provide immediate, corrective feedback to teachers and model developers. Summative evaluation provides information about the model's effect on more generalized dimensions, and evaluation efforts today focus on this type of measure. An early education evaluation model utilizing formative and summative dimensions of data is presented. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01