EVALUATION THEORY AND MODEL

1
EVALUATION THEORY AND MODEL

• Theory and model should have symbiotic
  relationship with practice
• Theory connotes a body of knowledge that
  organizes, categorizes, describes, predicts,
  explains, and otherwise aids in understanding and
  controlling a topic
• Model is an extension of theory which includes
  the "how to" components

2

• There are more then fifty recognized program
  evaluation models are found in the literature
• House (1978)System analysis, behavioral
  objectives, decision-making, goal-free, art
  criticism, accreditation, adversary, and
  transaction.
• Guba and Lincoln (1989). 4 generations
  characterized by different methodologies (a)
  measurement oriented, (b) description oriented,
  (c) judgment oriented, and (d) negotiation
  oriented,

3

• Stufflebeam and Shinkfield (1985) classified
  evaluation models into three broad types
• Pseudo-evaluation
• Quasi-evaluation
• True evaluation

4

• In sum, Stufflebeam and Shinkfield (1985) and
  Guba and Lincoln (1989) advocate the use of
  formal, systematic, and comprehensive approaches
  of program evaluation.

5
Evaluation Standards

• The Joint Committee on Standards for Educational
  Evaluation (1981) developed four categories of
  standards
• utility standards
• feasibility standards
• propriety standards
• accuracy standards.

6
Utility Standards

• to ensure that an evaluation will serve the
  practical information needs of given audiences
• the standards include audience identification,
  evaluator credibility, information scope and
  selection, valuational interpretation, report
  clarity, report dissemination, report timeliness,
  and evaluation impact.

7
Feasibility Standards

• to ensure that an evaluation will be realistic,
  prudent, diplomatic, and frugal
• Considerations involved are practical procedures,
  political viability, and cost effectiveness.

8
Propriety Standards

• to ensure that an evaluation will be conducted
  legally, ethically, and with due regard for the
  welfare of those involved in the evaluation, as
  well as those affected by its results
• these standards are formal obligation, conflict
  of interest, full and frank disclosure, the
  public's right to know, rights of human subjects,
  human interactions, balanced reporting, and
  fiscal responsibility.

9
Accuracy Standards

• to ensure that an evaluation will reveal and
  convey technically adequate information about the
  features of the object being studied that
  determine its worth or merit
• these standards are object identification,
  context analysis, described purposes and
  procedures, defensible information sources, valid
  measurement, reliable measurement, systematic
  data control, analysis of quantitative
  information, analysis of qualitative information,
  justified conclusions, and objective reporting.