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ERIC Number: ED249290
Record Type: RIE
Publication Date: 1981-Feb
Pages: 55
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Educational Evaluation: Recent Progress, Future Needs. Proceedings of the Minnesota Evaluation Conference (May 1980).
Welch, Wayne W., Ed.
These proceedings include four papers on the status of evaluation Michael Scriven ("Evaluation: The State of the Science") examines the general picture of evaluation, identifies a number of trends in the field, and presents several new evaluation concepts. Included are discussions of "responsibility evaluation,""value phobia," the worth/merit distinction, apportioning, and the macro-micro evaluation distinction. Nick Smith ("The Progress of Evaluation: Rounding the First Bends in the River") argues that the field is insecure; it has a short history, is based on a small sample of phenomena, covers only a small part of a complex field, and is influenced by rare events. In spite of these concerns, he believes that evaluation is developing a new professional identity. W. James Popham ("Crumbling Conceptions of Educational Testing") admonishes evaluators to recognize the changes that have been occurring in the testing world. He presents five commonly-held but false conceptions which threaten testing and evaluation programs, and offers advice on how these threats can be addressed. Daniel Stufflebeam ("Standards, Research, and Training: Three Priorities for Professionalizing Educational Evaluation") asserts that, in order to build a more stable base of knowledge, work is needed in three areas: reseach, training, and professional standards. Standards are needed as ethics of conduct, research is required to understand the complex structures and relationships of the discipline, and training is vital to ensure the professional stature of the field. (BW)
Publication Type: Collected Works - Proceedings; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minnesota Research and Evaluation Center, Minneapolis.
Identifiers: Evaluation Problems