Literaturnachweis - Detailanzeige
| Autor/in | Zimiles, Herbert |
|---|---|
| Titel | A Radical and Regressive Solution to the Problem of Evaluation. |
| Quelle | (1973), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Affective Measures; Classroom Environment; Classroom Observation Techniques; Classroom Research; Cognitive Processes; Conceptual Schemes; Early Childhood Education; Educational Objectives; Evaluation Methods; Evaluation Needs; Maturity (Individuals); Models; Preschool Education |
| Abstract | This paper reviews two major advances in preschool evaluation strategy that developed as a result of trying to evaluate Head Start, and proposes another evaluation approach. The first advance in evaluation procedure was to conceive educational objectives in terms of processes rather than products; that is, there was a shift from achievement tests to tests of cognitive process based on Piagetian problem-solving tasks. The second evaluation advance was to recognize the importance of comprehensiveness by extending evaluation content to include affective and social as well as cognitive processes. The alternative plan proposed in this report entails systematic and comprehensive evaluation of the child's school environment, to be followed by a theoretical analysis of the potential impact of his school experience. This approach represents a shift in emphasis from the assessment of impact on children to the assessment of the antecedent condition, the classroom environment. To implement such an approach to the evaluation of early childhood education programs, there is a need to explicitly formulate propositions regarding how and why preschool programs should work. On the basis of such a framework, methods must be devised for moving into a classroom and reliably describing, in quantitative terms wherever possible, the salient dimensions of its environment and its interactions. (CS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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