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© 1983

Evaluation Models

Viewpoints on Educational and Human Services Evaluation

  • Authors
Book

Part of the Evaluation in Education and Human Services book series (EEHS, volume 6)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. An Overview of Models and Conceptualizations

    1. Front Matter
      Pages 1-1
    2. George F. Madaus, Daniel Stufflebeam, Michael S. Scriven
      Pages 3-22
    3. Daniel L. Stufflebeam, William J. Webster
      Pages 23-43
    4. Ernest R. House
      Pages 45-64
  3. Models and Conceptualizations

    1. Front Matter
      Pages 65-65
    2. Ralph W. Tyler
      Pages 67-78
    3. Andrés Steinmetz
      Pages 79-99
    4. Lee J. Cronbach
      Pages 101-115
    5. Daniel L. Stufflebeam
      Pages 117-141
    6. Robert S. Weiss, Martin Rein
      Pages 143-161
    7. Peter W. Airasian
      Pages 163-175
    8. Robert E. Floden, Stephen S. Weiner
      Pages 177-188
    9. W. James Popham, Dale Carlson
      Pages 205-213
    10. George F. Madaus
      Pages 215-227
    11. Michael Scriven
      Pages 229-260
    12. Robert E. Floden
      Pages 261-277
    13. Robert E. Stake
      Pages 279-286

About this book

Introduction

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.

Keywords

Abstract Experimental Design Hearing criticism education evaluation experiment growth objectivity profession

Bibliographic information

  • Book Title Evaluation Models
  • Book Subtitle Viewpoints on Educational and Human Services Evaluation
  • Editors George F. Madaus
    M. Scriven
    D.L. Stufflebeam
  • Series Title Evaluation in Education and Human Services
  • DOI https://doi.org/10.1007/978-94-009-6669-7
  • Copyright Information Springer Science+Business Media B.V. 1983
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Hardcover ISBN 978-0-89838-123-8
  • Softcover ISBN 978-94-009-6671-0
  • eBook ISBN 978-94-009-6669-7
  • Edition Number 1
  • Number of Pages , 385
  • Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
  • Topics Assessment, Testing and Evaluation
  • Buy this book on publisher's site