Evaluation Models

1. Front Matter

   Pages i-xiii

   PDF

2. An Overview of Models and Conceptualizations

   1. Front Matter

      Pages 1-1

      PDF

   2. Program Evaluation

      • George F. Madaus, Daniel Stufflebeam, Michael S. Scriven

      Pages 3-22

   3. An Analysis of Alternative Approaches to Evaluation

      • Daniel L. Stufflebeam, William J. Webster

      Pages 23-43

   4. Assumptions Underlying Evaluation Models

      • Ernest R. House

      Pages 45-64

3. Models and Conceptualizations

   1. Front Matter

      Pages 65-65

      PDF

   2. A Rationale for Program Evaluation

      • Ralph W. Tyler

      Pages 67-78

   3. The Discrepancy Evaluation Model

      • Andrés Steinmetz

      Pages 79-99

   4. Course Improvement through Evaluation

      • Lee J. Cronbach

      Pages 101-115

   5. The CIPP Model for Program Evaluation

      • Daniel L. Stufflebeam

      Pages 117-141

   6. The Evaluation of Broad-Aim Programs

      • Robert S. Weiss, Martin Rein

      Pages 143-161

   7. Societal Experimentation

      • Peter W. Airasian

      Pages 163-175

   8. Rationality to Ritual

      • Robert E. Floden, Stephen S. Weiner

      Pages 177-188

   9. The use of Judicial Evaluation Methods in the Formulation of Educational Policy

      • Robert L. Wolf

      Pages 189-203

   10. Deep Dark Deficits of the Adversary Evaluation Model

       • W. James Popham, Dale Carlson

       Pages 205-213

   11. The Clarification Hearing

       • George F. Madaus

       Pages 215-227

   12. Evaluation Ideologies

       • Michael Scriven

       Pages 229-260

   13. Flexner, Accreditation, and Evaluation

       • Robert E. Floden

       Pages 261-277

   14. The Case Study Method in Social Inquiry

       • Robert E. Stake

       Pages 279-286

   15. Program Evaluation, Particularly Responsive Evaluation

       • Robert E. Stake

       Pages 287-310

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.

• Abstract
• Experimental Design
• Hearing
• criticism
• education
• evaluation
• experiment
• growth
• objectivity
• profession

Policies and ethics