ERIC Number: ED199257
Record Type: RIE
Publication Date: 1979-Nov
Reference Count: 0
Multiple Approaches to the Evaluation of Educational Reform: From Cost-Benefit to Power-Benefit Analysis.
Paulston, Rolland G.
Theories or explanations of educational evaluation are discussed and categorized under two broad methodological headings, the objectivist and subjectivist epistemological orientations. They can be seen as potentially complementary empirical approaches that offer evaluators two methodological orientations to assess educational-reform outcomes. Whereas the objectivist orientation has as its model "justice-as-fairness," the subjectivist orientation offers the following eight major evaluation models: (1) systems analysis; (2) behavioral objectives; (3) decision making; (4) goal free; (5) art criticism; (6) accreditation; (7) adversary; and (8) transaction. With the possibility of multiple ideological and methodological approaches, evaluators must make at least three basic choices between the equilibrium and conflict social-change paradigms, theoretical frameworks within each of the social-reform paradigms, and the positivist and phenomonological research paradigms. Under certain conditions, one rather than the other theory or theories might offer more useful and compelling data and explanations, and thus present a more rational choice to the evaluation of educational reform. Educational decisionmakers, planners, and evaluators should be aware of the entire range of ideological and methodological perspectives on evaluation if they are to make well-informed, intelligent choices. (RL)
Publication Type: Reports - Evaluative; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dialectical Reasoning; Subjectivity
Note: Paper prepared for the International Institute of Educational Planning Seminar on the Organization of Educational Reform at the Local Level (Paris, France, November 27-30, 1979).