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Evaluation Models

Viewpoints on Educational and Human Services Evaluation

  • Book
  • © 1983

Overview

Authors:
  1. George F. Madaus
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  2. Michael S. Scriven
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  3. Daniel L. Stufflebeam
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Part of the book series: Evaluation in Education and Human Services (EEHS, volume 6)

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Table of contents (24 chapters)

  1. Front Matter

    Pages i-xiii
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  2. An Overview of Models and Conceptualizations

    1. Front Matter

      Pages 1-1
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    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
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    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
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Keywords

About this book

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.

Bibliographic Information

  • Book Title: Evaluation Models

  • Book Subtitle: Viewpoints on Educational and Human Services Evaluation

  • Authors: George F. Madaus, Michael S. Scriven, Daniel L. Stufflebeam

  • Series Title: Evaluation in Education and Human Services

  • DOI: https://doi.org/10.1007/978-94-009-6669-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer-Nijhoff Publishing 1983

  • Softcover ISBN: 978-94-009-6671-0Published: 03 November 2011

  • eBook ISBN: 978-94-009-6669-7Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: 385

  • Topics: Assessment, Testing and Evaluation

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