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ERIC Number: ED083265
Record Type: RIE
Publication Date: 1973-May-16
Pages: 18
Abstractor: N/A
Reference Count: 0
Program Evaluation: Approaches and Procedures.
Fincher, Cameron
Current approaches being made to program evaluation are examined, and some of the implications for academic programs in higher education are considered. The conceptual shifts that are involved in the changing demands placed upon educational evaluation are summarized as: (1) an increasing emphasis on the use of tests and measurements for feedback and direct improvement as opposed to selection and placement of students, (2) an increasing advocacy of developmental, applied, practical, problem-solving research, (3) a lessening of interest in conventional experimental research as opposed to research that is administratively or action oriented, and (4) a growing interest in decision-oriented research as opposed to conclusion-oriented research. For the evaluation of academic programs, these shifts suggest that a heavier emphasis should be given to formative, as opposed to summative, evaluation, and that the results of evaluation studies will be used increasingly for policy decisions that will determine program substance, form, and content. A conceptual framework for program evaluation in higher education is provided in a figure. The primary thrust of the conceptual design is that systematic efforts at program evaluation should consitute a functional analysis of the variables that are involved, and that the nature of the relationships derived or established will be probabilistic rather than deterministic. The complexities of most higher education program and the subtlety of influenctial variables suggest that urgent as evaluation is, it will not be easy to conduct the kind of evaluation studies needed. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
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Authoring Institution: N/A
Note: Paper presented at annual forum of Association for Institutional Research (Vancouver, British Columbia, May 16, 1973)