ERIC Number: ED104480
Record Type: RIE
Publication Date: 1973
Reference Count: 0
"...And Rode Off Madly in All Directions."
Konrad, Abram G.
This paper presents a conceptual framework for conducting followup studies as an integral part of an institutional evaluation program. Data obtained from followup studies should become part of an overall information system designed to provide data for institutional decision-making. Such data should be conveniently stored and readily available for a wide range of evaluative studies conducted over time. Followup studies have three dimensions: (1) who or what is evaluated; (2) how the evaluation is done; and (3) who uses the findings. Most followup studies seek to evaluate student performance and/or opinions about the institution; data about students and evaluative feedback from students should be collected on a systematic basis from the day they first contact the institution. There are two methods of data evaluation: the congruence mode, in which actual data is compared to desired performance; and the contingency mode, in which data is used to identify new needs and directions. Findings may be used by any one of the three functional subsystems of the college: the institutional subsystem, which determines societal needs and sets institutional goals; the managerial subsystem, which facilitates the achievement of these goals; or the technical subsystem, which takes particular action to fulfill specific goals. (DC)
Descriptors: Accountability, Curriculum Evaluation, Databases, Decision Making, Educational Assessment, Evaluation Methods, Followup Studies, Information Utilization, Institutional Research, Management Information Systems, Postsecondary Education, Program Evaluation, Summative Evaluation, Two Year Colleges
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Canadian Educational Research Association (Windsor, Ontario, 1973)