Abstract
Evaluation and measurement are two common approaches to judge the effectiveness of any educational intervention. While measurement is concerned with achieving the desired objectives, evaluation focuses on outcome measures to track progress of learning and assess the effectiveness of an intervention. Education for entrepreneurship is recognised as a wide range of skills and attributes. Evaluation of attained proficiencies becomes rather difficult to ascribe to measure its positive impact on learners. Reporting the results of the educational programme ‘Are elementary stage children able to comprehend the concept of entrepreneurship’, this chapter presents appropriate methodologies and evaluation matrix to undertake evaluation of activities, which can be subsumed within entrepreneurship education.
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Notes
- 1.
Karl Popper (2002) in his book The Logic of Scientific Discovery categorically specifies that ascertaining whether one theory is better than the other requires deductive testing rather than inductive procedure, i.e., verification and falsification are logically possible. In other words, a better theory has greater empirical content and predictive power. When applied to entrepreneurship, the ‘born’ versus ‘made’ argument is frequently raised, which on close examination appears to be a blend of two.
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Vaidya, S. (2014). Curriculum Evaluation. In: Developing Entrepreneurial Life Skills. SpringerBriefs in Education. Springer, New Delhi. https://doi.org/10.1007/978-81-322-1789-3_6
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DOI: https://doi.org/10.1007/978-81-322-1789-3_6
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