International Handbook of Educational Evaluation

1049 Pages·2003·17.376 MB·English

by  Thomas Kellaghan, Daniel L. Stufflebeam, Lori A. Wingate (auth.), Thomas Kellaghan, Daniel L. Stufflebeam (eds.)

INTERNATIONAL HANDBOOK OF
EDUCATIONAL EVALUATION
Kluwer International Handbooks of Education
VOLUME 9
A list of titles in this series can be found at the end of this volume.
International Handbook
of Educational Evaluation
Part One: Perspectives
Editors:
Thomas Kellaghan
Educational Research Centre, St. Patrick's College, Dublin, Ireland
Daniel L. Stufflebeam
The Evaluation Center, ~stern Michigan University, Kalamazoo, Ml, U.SA.
with the assistance of
Lori A. Wingate
The Evaluation Center, Western Michigan University, Kalamazoo, Ml, U.SA.
KLUWER ACADEMIC PUBLISHERS
DORDRECHT / BOSTON / LONDON
Library of Congress Cataloging-in-Publication Data is available.
ISBN 1-4020-0849-X
Published by Kluwer Academic Publishers
PO Box 17, 3300 AA Dordrecht, The Netherlands
Sold and distributed in North, Central and South America
by Kluwer Academic Publishers,
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In all other countries, sold and distributed
by Kluwer Academic Publishers, Distribution Centre,
PO Box 322, 3300 AH Dordrecht, The Netherlands
Printed on acid-free paper
All Rights Reserved
© 2003 Kluwer Academic Publishers
No part of this publication may be reproduced or utilized in any form or by any means,
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and retrieval system, without written permission from the copyright owner.
Table of Contents
Introduction
Thomas Kellaghan, Daniel L. Stufflebeam & Lori A. Wingate 1
PART ONE: PERSPECTIVES
SECTION 1: EVALUATION THEORY
Introduction
Ernest R. House - Section editor 9
1 Evaluation Theory and Metatheory
Michael Scriven 15
2 The CIPP Model for Evaluation
Daniel L. Stufflebeam 31
3 Responsive Evaluation
Robert Stake 63
4 Constructivist Knowing, Participatory Ethics and
Responsive Evaluation: A Model for the 21st Century
Yvonna S. Lincoln 69
5 Deliberative Democratic Evaluation
Ernest R. House & Kenneth R. Howe 79
SECTION 2: EVALUATION METHODOLOGY
Introduction
Richard M. Wolf - Section editor 103
6 Randomized Field Trials in Education
Robert F. Boruch 107
7 Cost-Effectiveness Analysis as an Evaluation Tool
Henry M. Levin & Patrick J McEwan 125
v
vi Table of Contents
8 Educational Connoisseurship and Educational Criticism:
An Arts-Based Approach to Educational Evaluation
Elliot Eisner 153
9 In Living Color: Qualitative Methods in Educational Evaluation
Linda Mabry 167
SECTION 3: EVALUATION UTILIZATION
Introduction
Marvin C. AIkin - Section editor 189
10 Evaluation Use Revisited
Carolyn Huie Hofstetter & Marvin C. AIkin 197
11 Utilization-Focused Evaluation
Michael Quinn Patton 223
12 Utilization Effects of Participatory Evaluation
1 Bradley Cousins 245
SECTION 4: THE EVALUATION PROFESSION
Introduction
M. F. Smith - Section editor 269
13 Professional Standards and Principles for Evaluations
Daniel L. Stufflebeam 279
14 Ethical Considerations in Evaluation
Michael Morris 303
15 How can we call Evaluation a Profession if there are
no Qualifications for Practice?
Blaine R. Worthen 329
16 The Evaluation Profession and the Government
Lois-Ellin Datta 345
17 The Evaluation Profession as a Sustainable Learning Community
Hallie Preskill 361
18 The Future of the Evaluation Profession
M F. Smith 373
Table of Contents vii
SECTION 5: THE SOCIAL AND CULTURAL CONTEXTS OF
EDUCATIONAL EVALUATION
Introduction
H S. Bhola - Section editor 389
19 Social and Cultural Contexts of Educational Evaluation:
A Global Perspective
H S. Bhola 397
20 The Context of Educational Program Evaluation in the United States
Carl Candoli & Daniel L. Stufflebeam 417
21 Program Evaluation in Europe: Between Democratic and
New Public Management Evaluation
Ove Karlsson 429
22 The Social Context of Educational Evaluation in Latin America
Fernando Reimers 441
23 Educational Evaluation in Africa
Michael Omolewa & Thomas Kellaghan 465
PART TWO: PRACTICE
SECTION 6: NEW AND OLD IN STUDENT EVALUATION
Introduction
Marguerite Clarke & George Madaus - Section editors 485
24 Psychometric Principles in Student Assessment
Robert 1 Mislevy, Mark R. Wilson, Kadriye Ercikan
& Naomi Chudowsky 489
25 Classroom Student Evaluation
Peter W. Airasian & Lisa M. Abrams 533
26 Alternative Assessment
Caroline Gipps & Gordon Stobart 549
27 External (Public) Examinations
Thomas Kellaghan & George Madaus 577
Vlll Table of Contents
SECTION 7: PERSONNEL EVALUATION
Introduction
Daniel L. Stufflebeam - Section editor 603
28 Teacher Evaluation Practices in the Accountability Era
Mari Pearlman & Richard Tannenbaum 609
29 Principal Evaluation in the United States
Naftaly S. Glasman & Ronald H Heck 643
30 Evaluating Educational Specialists
James H Stronge 671
SECTION 8: PROGRAM/PROJECT EVALUATION
Introduction
James R. Sanders - Section editor 697
31 Evaluating Educational Programs and Projects in the Third World
Gila Garaway 701
32 Evaluating Educational Programs and Projects in the USA
JeanA. King 721
33 Evaluating Educational Programs and Projects in Canada
Alice Dignard 733
34 Evaluating Educational Programs and Projects in Australia
John M. Owen 751
SECTION 9: OLD AND NEW CHALLENGES FOR EVALUATION
IN SCHOOLS
Introduction
Gary Miron - Section editor 771
35 Institutionalizing Evaluation in Schools
Daniel L. Stufflebeam 775
36 A Model for School Evaluation
James R. Sanders & E. Jane Davidson 807
37 The Development and Use of School Profiles
Robert L. Johnson 827
38 Evaluating the Institutionalization of Technology in Schools
and Classrooms
Catherine Awsumb Nelson, Jennifer Post & William Bickel 843
Table of Contents
IX
SECTION 10: LOCAL, NATIONAL, AND INTERNATIONAL
LEVELS OF SYSTEM EVALUATION
Introduction
Thomas Kellaghan - Section editor 873
39 National Assessment in the United States: The Evolution of a
Nation's Report Card
Lyle V. Jones 883
40 Assessment of the National Curriculum in England
Harry Torrance 905
41 State and School District Evaluation in the United States
William 1 Webster, Ted 0. Almaguer & Tim Orsak 929
42 International Studies of Educational Achievement
Tjeerd Plomp, Sarah Howie & Barry McGaw 951
43 Cross-National Curriculum Evaluation
William H Schmidt & Richard T. Houang 979
List of Authors 997
Index of Authors 1001
Index of Subjects 1021
Introduction
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.
Contributing authors from Africa, Australia, Europe, North America, and
Latin America demonstrate the importance of the social and political contexts in
which evaluation occurs. (Our efforts to obtain a contribution from Asia were
unsuccessful.) Although the perspectives presented are to a large extent
representative of the general field of evaluation, they are related specifically to
education. Evaluation in education provides a context that is of universal interest
and importance across the globe; further, as history of the evaluation field shows,
the lessons from it are instructive for evaluation work across the disciplines. In
1
International Handbook of Educational Evaluation, 1-6
T. Kellaghan, D.L. Stufflebeam (eds.)
© 2003 Dordrecht: Kluwer Academic Publishers.