General Statement on Evaluation

Tyler, Ralph W.

doi:10.1080/00220671.1942.10881106

Cited by 144 publications

(76 citation statements)

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“…These concern respectively the 'what', the 'how' and the 'who' of evaluation processes. In relation to the 'what', a core distinction is often made (for example Bennett 2003) between the 'classical' evaluation tradition deriving from the work of Tyler (1942) with its emphasis on specification and measurement of outputs from later approaches which present much wider perspectives such as Stufflebeam's (1983) CIPP (context-input-process-product) and Cronbach's (1982) utos (units of focus, treatments, observations/outcomes, settings) frameworks. In terms of 'how', discussion traditionally draws on wider discussions of methodology to contrast quantitative approaches, particularly experimental and quasi-experimental designs (Campbell 1975, Cook, et al, 2010 with approaches that seek to explore the subject of the evaluation using more qualitative methods such as thick description and case study (Parlett andHamilton 1976, Stake 1986) or approaches that draw on the traditions of connoisseurship and criticism (Eisner 1985).…”

Section: Approaches To Evaluationmentioning

confidence: 99%

Level models of continuing professional development evaluation: a grounded review and critique

Coldwell

Simkins

2011

Professional Development in Education

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Continuing professional development (CPD) evaluation in education has been heavily influenced by' level models', deriving from the work of Kirkpatrick and Guskey in particular, which attempt to trace the processes through which CPD interventions achieve outcomes. This paper considers the strengths and limitations of such models, and in particular, the degree to which they able to do justice to the complexity of CPD and its effects. After placing level models within the broader context of debates about CPD evaluation, the paper reports our experience of developing such models heuristically for our own evaluation practice. It then draws on positivist, realist and constructivist traditions to consider some more fundamental ontological and epistemological questions to which they give rise. The paper concludes that level models can be used in number of ways and with differing emphases, and that choices made about their use will need to reflect both theoretical choices and practical considerations.

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Section: Approaches To Evaluationmentioning

confidence: 99%

Level models of continuing professional development evaluation: a grounded review and critique

Coldwell

Simkins

2011

Professional Development in Education

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“…L'évaluation de l'enseignement consiste à rechercher des informations sur les programmes, les procédures, le produit, les objectifs et les approches préalablement spécifiées afin d'en déterminer la valeur. Cette définition naît de la comparaison de huit (8) modèles d'évaluation d'auteurs dont Tyler (1942), Stake (1967), Provus (1969), Hammond, Stufflebeam (1968) et Alkin (1969.…”

Section: -éLéments De Problématiqueunclassified

“…Le modèle proposé par Feyereisein (1970) La représentation globale faisant l'objet de ce deuxième point comporte toutes les caractéristiques des modèles d'évaluation présentés au premier point (tableau 1.). La fonction d'identificateur par le mécanisme du point de contrôle rejoint les modèles de Tyler (1942), de Scriven (1967), et de Provus (1969. Ces derniers insistent sur la comparaison de la performance en fonction d'objectifs préalablement définis privilé-giant la mesure qu'elle soit de type nominatif ou critérié.…”

Section: Systémique (Royer Et Gorth)unclassified

L’évaluation de l’enseignement : recherche d’une cohérence pour le projet éducatif

Martin¹

2009

rse

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L’évaluation est certes l’un des aspects de l’enseignement qui soit le plus difficile à concrétiser. Nul ne discute la nécessité d’objectiver tout jugement sur la valeur d’un enseignement. Toutefois, l’unanimité sur les procédures d’évaluation est difficilement réalisable lorsque vient le temps de passer à l’action. La diversité des modèles d’évaluation et la prolifération des instruments contribuent à maintenir les divergences d’opinion sur « ce qui serait la meilleure façon d’évaluer! »Cet article propose un cadre de référence pour l’action en matière d’évaluation de l’enseignement au moment où cette activité, l’enseignement, s’ouvrira aux collectivités par le biais des projets éducatifs. Ce cadre de référence est d’inspiration systémique. Tel que présenté, il permet d’articuler en une démarche cohérente quelques-uns des modèles d’évaluation contemporains. La complémentarité des modèles apparaît alors comme une caractéristique inhérente à l’évaluation de l’enseignement

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“…This gives to evaluation some parametric aspects for intervention in reality/context of the program/ course. This with the intention to further develop the institutional function (Tyler, 1942).…”

Section: Evaluation and Management In Higher Educationmentioning

confidence: 99%

“…According to Tyler (1942) and(1993), the evaluation provides grants for critical analysis from the perspective of the institution, enabling the investigation of ineffective elements, rearranging the various stages of the process. Still on this model, some aspects should be highlighted: professor/ student interaction, education as a process of establishing standards of conduct, the diversity of instruments in the evaluation process, among others.…”

Section: Evaluation and Management In Higher Educationmentioning

confidence: 99%

Validation of the academic management evaluation instrument based on principal component analysis for engineering and technological courses

Nunes¹,

Silva²,

Mota³

et al. 2015

ing.inv.

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In recent years, the expansion of higher education in Brazil has led to a series of demands related to aspects concerning training at the college level. These processes relate to: academics, professionals, entering in the labor market, among others. In this context, an important aspect is the quality of the courses. Thus, the evaluation becomes a critical diagnostic process of reality and starting point for possible interventions to be put in practice by the coordinators of the programs. This article presents the results of a questionnaire administered at the Federal University of Ceará (UFC), especially to Systems & Digital Media and Engineering Programs professors. This research aims to identify how the professors from each department see the administrative procedures developed by the departments and also investigate the possibility of using Principal Components Analysis (PCA) as a support for management of the higher education training. The methodology included the implementation of Likert scale questionnaire and subsequent mathematical treatment with PCA. The results indicate the potential application of PCA to support the management of higher education; it was possible to extract preliminaries inferences related to management methods and their characteristics. This suggests the possibility of developing the Educametrics field.Keywords: Courses management, principal components analysis, quality in higher education. RESUMENEn los últimos años, la expansión de la educación superior en Brasil ha dado lugar a una serie de demandas relacionadas con la calidad de la formación en el nivel universitario. Estas demandas están vinculadas a los siguientes aspectos: elementos de gestión académica, calidad de los profesionales, mercado de trabajo, entre otros. En este contexto, un aspecto importante es la calidad de los cursos y de la formación de los alumnos. Por lo tanto, la evaluación se convierte en una importante herramienta de diagnóstico de la realidad y también en punto de partida para posibles intervenciones que pueden ser llevadas a cabo por los coordinadores de los cursos. Este artículo presenta los resultados de un cuestionario realizado en la Universidad Federal de Ceará (UFC), especialmente a profesores de los cursos de Sistemas y Medios Digitales e Ingenierías, cuyos objetivos fueron, por un lado, identificar la forma en que los profesores de cada departamento ven los procedimientos administrativos desarrollados en sus departamentos, y por otro lado, investigar la posibilidad de utilizar el Análisis de Componentes Principales (PCA) como apoyo a la gestión de la formación en educación superior. La metodología utilizada incluyó la aplicación del cuestionario tipo Likert y el tratamiento matemático posterior con PCA. Los resultados indican la posible aplicación de las herramientas de análisis para apoyar la gestión educacional y también la posibilidad de extraer inferencias relacionadas con los métodos de gestión y sus características particulares. Esto sugiere la posibilidad de desarrollar el campo d...

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General Statement on Evaluation

Cited by 144 publications

References 0 publications

Level models of continuing professional development evaluation: a grounded review and critique

Level models of continuing professional development evaluation: a grounded review and critique

L’évaluation de l’enseignement : recherche d’une cohérence pour le projet éducatif

Validation of the academic management evaluation instrument based on principal component analysis for engineering and technological courses

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