A Prescriptive Model of Development or Evaluation: Some Needed Maturity (original) (raw)
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1974
A model for evaluating educational products is presented which is based on a simple philosophy: decide in advance what the final product ought to look like; then use this conception to prescribe methods for developing and measuring it. In the preordinate model, five separate activities are identified which occur in approximately the following order: (1) selection of the product, (2) selection of the critical properties of the product, (3) making critical properties as operational as possible, (4) using critical properties to describe materials and developmental procedures or instruction, and (5) using critical properties to prescribe evaluation. Assumptions underlying the preordinate model are uncovered, and stren,:ths and weaknesses of the model are reviewed. Several steps for enriching the model are thin prescribed.
Evaluation as an Educational Development to Improve Practice
Palgrave Macmillan eBooks, 2015
New requirements to the teacher have stipulated the fundamentally different model of professional development, which forms the conditions for overcoming of professional obstacles to improve the quality of education with an essential factor such as the system of evaluation. The article reveals the characteristics of the professional development system what ensures the development of the standard of evaluation. The development of the standard of teacher's evaluation is an integral and specially organized process of gradual changes of individual experience, thought, motivation and relationships of the subjects of educational process, providing moral and humanistic orientation and value-oriented semantic interaction in the context of their standard. Specially organized interaction between subjects of future training becomes a professional educational environment and is its essence. The goal-setting is based on coordinated needs of subjects formed by the social demand and individual professional experience. The article considers the process of development as the process of growing abilities of each scholar through the creation of conditions for personal involvement of teachers into various forms of activities (educational, quasiprofessional and professional), ensured by the models of education (semiotics, simulation and professional), which creates the necessary integrative educational environment.
Judging the quality of development
Reflection: Turning experience into learning, 1985
Would any of you think of building a tower without first sitting down and calculating the cost, to see whether he could afford to finish it? Otherwise, if he has laid its foundation and then is not able to complete it, all the onlookers will laugh at him. 'There is the man', they will say, 'who started to build and could not finish.' Or what king will march to battle against another king, without first sitting down to consider whether with ten thousand men he can face an enemy coming to meet him with twenty thousand? If he cannot, then, long before the enemy approaches, he sends envoys, and asks for terms. So also none of you can be a disciple of mine without parting with all his possessions.
Theoretical Synthesis of Evaluation Theory and Practice
States are increasingly looking to research and evidence to support capacity building decision-making in education policy (Akey, 2016). In many cases, the assessments and findings will be directly tied to accountability measures required to access federal funding by states. As a result, states and local education authorities are increasingly looking at innovative and alternative evaluative processes that can move beyond discipline-specific approaches (Akey, 2016). With this purpose in mind, 21st Century education leaders need to have an understanding of the theoretical foundations that underpin evaluation and the corresponding paradigms, branches, theories and approaches available. Mertens and Wilson (2012) have organized four models of evaluations: the post-positivist, constructivist, pragmatic and the transformative. These models link to branches that originate from various perspectives, and the assertion is made that each branch is well matched to a type of study and attendant methodology that reflect the evaluator’s philosophical assumptions (Shadish, 1998).