ERIC Number: ED032647
Record Type: RIE
Publication Date: 1968-Sep
Reference Count: 0
Evaluation of Instruction and Changing Educational Models.
Changing educational practices require changes in our theories and techniques of evaluation. Three forces of change are: (1) The emphasis on cognitive development in the disciplines; (2) the continuity of education over the span of life; and (3) the adaptation of instruction to individual requirements. These influences dictate a form to which evaluative techniques must adapt. The specification of learning outcomes must be well defined in order to evaluate progress toward these goals. For long term projection, a diagnosis of a student's initial state is required. A key task is to determine measures of instructional alternatives to prescribe the most effective sequence of courses. Continuous assessment is necessary to aid in moving to higher and alternative levels. The interaction between individual differences and instructional practices must be known and measured. And finally, the instructional system must be capable of accumulating knowledge from which it can improve its own functioning and come closer to its expressed goals. (LN)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; Pittsburgh Univ., PA. Learning Research and Development Center.
Note: From the Proceedings of the Symposium on Problems in the Evaluation of Instruction (Univ. of Calif., Los Angeles, December, 1967). Reprint.