International Handbook of Educational Evaluation

  • Thomas Kellaghan
  • Daniel L. Stufflebeam

Part of the Kluwer International Handbooks of Education book series (SIHE, volume 9)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Introduction

    1. Thomas Kellaghan, Daniel L. Stufflebeam, Lori A. Wingate
      Pages 1-6
  3. Evaluation Theory

    1. Front Matter
      Pages 7-7
    2. Ernest R. House
      Pages 9-14
    3. Michael Scriven
      Pages 15-30
    4. Daniel L. Stufflebeam
      Pages 31-62
    5. Robert Stake
      Pages 63-68
    6. Ernest R. House, Kenneth R. Howe
      Pages 79-100
  4. Evaluation Methodology

    1. Front Matter
      Pages 101-101
    2. Richard M. Wolf
      Pages 103-106
    3. Robert F. Boruch
      Pages 107-124
    4. Henry M. Levin, Patrick J. McEwan
      Pages 125-152
  5. Evaluation Utilization

    1. Front Matter
      Pages 187-187
    2. Marvin C. Alkin
      Pages 189-195
    3. Carolyn Huie Hofstetter, Marvin C. Alkin
      Pages 197-222
    4. Michael Quinn Patton
      Pages 223-242
    5. J. Bradley Cousins
      Pages 245-265

About this book


Thomas Kellaghan Educational Research Centre, St. Patrick's College, Dublin, Ireland Daniel L. Stufflebeam The Evaluation Center, Western Michigan University, Ml, USA Lori A. Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua­ tion, school accreditation, and curriculum evaluation. It occurs at all levels of education systems, from the individual student evaluations carried out by class­ room teachers, to evaluations of schools and districts, to district-wide program evaluations, to national assessments, to cross-national comparisons of student achievement. As in any area of scholarship and practice, the field is constantly evolving, as a result of advances in theory, methodology, and technology; increasing globalization; emerging needs and pressures; and cross-fertilization from other disciplines. The beginning of a new century would seem an appropriate time to provide a portrait of the current state of the theory and practice of educational evaluation across the globe. It is the purpose of this handbook to attempt to do this, to sketch the international landscape of educational evaluation - its conceptual­ izations, practice, methodology, and background, and the functions it serves. The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field.


education educational evaluation evaluation learning

Editors and affiliations

  • Thomas Kellaghan
    • 1
  • Daniel L. Stufflebeam
    • 2
  1. 1.Educational Research CentreSt. Patrick’s CollegeDublinIreland
  2. 2.The Evaluation CenterWestern Michigan UniversityKalamazooUSA

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media B.V. 2003
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-0849-8
  • Online ISBN 978-94-010-0309-4
  • About this book
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