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ERIC Number: ED229429
Record Type: RIE
Publication Date: 1981
Pages: 21
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Evaluator Types: Do Differences Matter?
Thompson, Bruce; King, Jean A.
The study investigated whether school administrators (n=128) implicitly perceive the "types" of evaluators proposed by Meltsner (1976) when they consider evaluative information. One simulated evaluation report was written to represent each evaluator, differentiated from one another by their norms, expectations, motivations, and training. Two pilot studies were conducted to assess the validity of the simulation materials. Graduate students were asked to read all four reports to identify which "type" each report represented, and isolate which report features led to their decisions. Administrators were then asked to indicate: (1) the similarity of the report to their school system reports; (2) evaluator fairness; (3) technical competence of the evaluator; and (4) evaluator awareness that political considerations sometimes affect program decisions. Finally, administrators were asked to make a policy recommendation regarding the program's future. Results indicate that administrators do perceive evaluator types when they consider evaluative information presented in reports. However, the results suggest that administrators are more attentive to the technical merit of reports than they are to the evaluator's political sensitivity, as indicated by the homogeneity of the subjects' perceptions of the political sensitivity of the various types of reports. This attention to the technical has been suggested in earlier research. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Evaluator Characteristics; Evaluator Types (Meltsner)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).