ERIC Number: ED344415
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
Lead Us Not into Temptation: Issues in Evaluating the Effectiveness of Gifted Programs.
Southern, W. Thomas
This chapter examines the potential pitfalls in evaluating the effectiveness of gifted education programs and applies recent trends in the assessment and maintenance of quality in industrial applications. Evaluators are encouraged to avoid the temptations of bad evaluation which may appear to offer simpler alternatives to complex tasks but actually disguises results and fails to provide decision makers with appropriate information. Examples of bad evaluation include asking the wrong questions (e.g., use of standardized test data to support program effectiveness and failure to consider unique local factors); asking too few questions (evaluators need to be alert to unintentional program outcomes); and viewing results of evaluation as a summary judgment rather than a guide for action and refinement. Ideas of industrial quality theorist W. Edward Deming are summarized and applied to improvement and assessment of gifted programs with the following recommended commitments by school districts: service to all identified gifted students which focuses on students' individual needs; constant improvement of services; use of evaluation data to meet these first two commitments; data collection keyed to program goals; collection of as much information as possible; and information dissemination to decision makers and others who might profit from it. (5 references) (DB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A
Identifiers: Deming (W Edward)
Note: In: Challenges in Gifted Education: Developing Potential and Investing in Knowledge for the 21st Century; see EC 301 131.