International Handbook of Educational Evaluation: Part One: Perspectives / Part Two: Practice

ISBN-13: 9781402008498 / Angielski / Twarda / 2002 / 1060 str.

Thomas Kellaghan; T. Kellaghan; D. L. Stufflebeam

Opis

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."

Recenzje

"...this handbook should be in the library of each higher education institute, faculty, research group and/or R&D institute dealing with or working in the domain of evaluation and assessment... A further inspection of the book shows that an interesting strength of the book is how the section editors perceived their roles. In most cases they not only introduce and position their section authors, but they also provide a view of how they see their parts of the field."
(Tjeerd Plomp in Perspectives in Education, 21:1 (April 2003)

Spis treści

Introduction; D. Stufflebeam, T. Kellaghan, L. Wingate. Section 1: Evaluation theory. Introduction: Evaluation Theory; E.R. House. 1. Evaluation Theory and Metatheory; M. Scriven. 2. The CIPP Model for Evaluation; D. Stufflebeam. 3. Responsive Evaluation; R. Stake. 4. Constructivist Knowing, Participatory Ethics and Responsive Evaluation: Model for the 21st Century; Y.S. Lincoln. 5. Democratic Deliberative Evaluation; E.R. House, K.R. Howe. Section 2: Evaluation Methodology. Introduction: Evaluation Methodology; R.M. Wolf. 6. Randomized Field Trials in Education; R.F. Boruch. 7. Cost-Effectiveness Analysis as an Evaluation Tool; H.M. Levin, P.J. McEwan. 8. Educational Connoisseurship and Educational Criticism: An Arts-Based Approach to Educational Evaluation; E. Eisner. 9. In Living Color: Qualitative Methods in Educational Evaluation; L. Mabry. Section 3: Evaluation Utilization. Introduction: Evaluation Utilization; M.C. Alkin. 10. Evaluation Use Revisited; C. Huie Hofstetter, M.C. Alkin. 11. Utilization-Focused Evaluation; M.Q. Patton. 12. Utilization Effects of Participatory Evaluation; J.B. Cousins. Section 4: The Evaluation Profession. Introduction: The Evaluation Profession; M.F. Smith. 13. Professional Standards and Principles for Evaluations; D.L. Stufflebeam. 14. Ethical Considerations in Evaluation; M. Morris. 15. How Can We Call Evaluation a Profession if there are No Qualifications for Practice? B.R. Worthen. 16. The Evaluation Profession and the Government; L.-e. Datta. 17. The Evaluation Profession as a Sustainable Learning Community; H. Preskill. 18. The Future of the Evaluation Profession; M.F. Smith. Section 5: The Social and Cultural Contexts of Educational Evaluation. Introduction: The Social and Cultural Contexts of Educational Evaluation; H.S. Bhola. 19. Social and Cultural Contexts of Educational Evaluation: A Global Perspective; H.S. Bhola. 20. The Context of Educational Program Evaluation in the United States; C. Candoli, D.L. Stufflebeam. 21. Program Evaluation in Europe: Between Democratic and New Public Management Evaluation; O. Karlsson. 22. The Social Context of Educational Evaluation in Latin America; F. Reimers. 23. Educational Evaluation in Africa; M. Omolewa, T. Kellaghan. Section 6: Student Evaluation. Introduction: New and Old in Student Evaluation; M. Clark, G. Madaus. 24. Psychometric Principles in Student Assessment; R.J. Mislevy, M.R. Wilson, K. Ercikan, N. Chudowsky. 25. Classroom Student Evaluation; P.W. Airasian, L.M. Abrams. 26. Alternative Assessment; C. Gipps, G. Stobart. 27. External (Public) Examinations; T. Kellaghan, G. Madaus. Section 7: Personnel Evaluation. Introduction: Personnel Evaluation; D.L. Stufflebeam. 28. Teacher Evaluation Practices in the Accountability Era; M. Pearlman, R. Tannenbaum. 29. Principal Evaluation in the United States; N.S. Glasman, R.H. Heck. 30. Evalua