EVALUATION ROOTS- METHODS

EVALUATION ROOTS- METHODS

1. RALH TYLER

   • Ideas
     • Formative evaluation (interaction).
     • Classification taxonomy for learning outcomes.
     • Curricula based on hypothesis.
       • Validate the programs hypothesis.
     • Focus on specification of objectives and measurement of outcomes.
       • Oriented objectives of evaluation
         • a) Formulating a statement of educational objectives
           • b) Classifying these objectives into major types
             • c) Defining and refining the types of objectives in terms of behavior
               • d) Identifying situations in which student can be expected to display these types of behaviors
                 • e) Selecting and trying promising methods obtaining evidence regarding each type of objective
                   • f) Selecting on the basis of preliminary trials the more promising appraisal methods for further developement and improvement
                     • g) Devising means for interpreting and using results
   • "Educational measurement as the essence of evaluation".

2. OBJECTIVES-ORIENTED THEORIST

   • As part of the expasion of Tylers work, Bloom, Englehart, Furst, Hill and Krathwoll developed taxonomy of educational objective for the cognitive domain.
     • "Popham, in his later evaluation textbook, recognized this problem called for a focus on a manageable number of broad-scope objective and the use of taxonomies of educational only as gross heuristics"
     • Investing great time and effort on specificating objetives.

3. In the social sciences and psycology, the emphasis on research depends on well-designed experimental studies and other controls. For example: the early work of Donald Campbell in 1957. Campbell and Stanley volume define conditions for an appropiate experimental and quasi-experimental design. Establish a framework for evaluation practice in education.

   • CONTEXT

4. DONALD CAMPBELL

   • "Methologist of the Experimenting Society"
     • Focus on experimental and quasi-experimental research.
       • Three major areas of social science research:
         • 1) Explaning the necessary conditions to conduct a true experimental study.
           • 2) Two key notions: a) internal validity, properly controlled and b) external validity, how widely applicable are the results of an experiment are.
             • 3) Recognize experiments anre not perfect and cannot be use to many situations. Thus, as an alternative true experiment. they decribe, in great detail, quasi experimental designs.
               • The lack of randomization is the defining characteristic of quasi experiments.

5. EDWARD SUCHMAN

   • "The evaluative research, in adittion to recognizing the scientific criteria, must also acknowledge the administrative criteria for determining the worthwhileness of doing the study".
     • Five cathegories of evaluation:
       • 1. Effort (the quantity and quality of activity that takes place).
         • 2. Perfomance (the results of the effort).
           • 3. Adequacy of the performance (degree to which performance is adequate to the total amount needed).
             • 4. Efficiency (examination of alternative paths or methods in terms of human and monetary costs).
               • 5. Process (how and why a program works or does not work).

6. THOMAS COOK

   • Concerned with the contextuak factors of the evaluation and the ways that they affect on the research study.
     • Focuses on the importance on using different desgins and methods to properly conduct an evaluation.
       • "Stakeholders should work together with the evaluator to decide what an evaluation should examine".
       • Cook points out that the randomized field experiment that this design can be impossible to implement in social and educational program evaluation stuadies because of contextual factors that are beyond the control of the evaluator.

7. ROBERT BORUCH

   • He considers the randomized field as the ideal evaluation approch.
     • It involves the systematic application of rigurous randomized research designs for measuring the extent of social problems and assesing the implementation, relative efficacy ,and cost-effectiveness ratio of social intervention programs.
       • Avoids interpretative problems.
         • Gather valid and reliable evidence.
           • Investigating casual inference and making generalizations to other subjects or settings.

8. PETER ROSSI

   • He contributed significantly to the conceptualizations of theory-driven evaluation and comprehensive evaluation, as "systematic application of social research procedures in assesing conceptualization and design, implementation, and utility of social intervention programs".
     • He provided foundational thinking about theory-driven evaluation.
       • The fusion of internal and external validity
         • Allows the evaluator to address internal validity through building a specified program model and implicit external validity by investigating the ways in which the program is similar to and different from the future progam to which the evaluation is to be generalized.

9. HUEY - TSYH CHEN

   • Is the most influential in developing concept and practice of theory-driven evaluation.
     • He believes that theory-driven evaluations enhances the possibility of achieving each type of validity.
       • By doing randomized experiments and simultaneously studying the causation within the context of construted theories.
         • Social science research and traditional research methods.

10. CAROL WEISS

    • Focuses almost exclusively in traditional experimental methods in evaluation.
      • Recognizes evaluation as an political activity, process and in terms of research findings, afecct and are affected by political context.
        • Politics intrudes in three ways:
          • 1) Programs are created and maintained by political forces.
            • 2) Higher echelons of goverment, which make decisions about programs, are embedded on politics.
              • 3) The very act of evaluation has political connotations.

11. LEE J. CRONBACH

    • One of the giants on our methodologiccal field. Contributions: coefficient alpha, generalizability theory, and notions about construct validity.
      • Symbols to define the domains of evaluations:
        • Units (populations), treatments, observations (outcomes), and settings.
          • Acronym: "UTOS".
          • IMPORTANT: external validity.
      • "Bandwidth", focus on a broad range of a relevant issues than achieving absolute fidelity (accuracy) on a smal number of issues.
        • 1.- Issues receiving attetion from policy-shaping community.
          • 2.- Issues swaying importante (or uncommited) groups.
            • 3. Issue that would best clarify why a program works.
      • Evaluator´s as proving role "readers" with information for making judgments.