ERIC Number: ED113510
Record Type: RIE
Publication Date: 1975-Aug
Reference Count: 0
Criteria for Developing Criteria Sets.
Martin, James L.
Criteria sets are a necessary step in the systematic development of evaluation in education. Evaluation results from the combination of criteria and evidence. There is a need to develop explicit tools for evaluating criteria, similar to those used in evaluating evidence. The formulation of such criteria depends on distinguishing between terms (concepts) and statements (linkages among concepts). For both terms and statements a further distinction must be made between categories (nonvariable classes or attributes) and continua (variable continuous dimensions). Borrowing from the discipline of sociology, an exploration for categorical terms for constructing a systems approach yields the elements: resources, structures, integrations, performances, and outputs. Continuous dimensions borrowed from theory development are scope, parsimony, precision, and accuracy. Combining these dimensions and elements in a four by five solution grid provides both descriptive definitions and a prescriptive framework. Affixing labels to each cell of the grid provides both literal definitions (labels) and theoretical definitions (dimension by element). Dividing the system's elements into their philosophical components yields ontology, epistemology, ethics, aesthetics, and psychology. Crossing these philosophical elements in turn with the five system elements yields a five by five matrix which provides 25 possible elements for the investigation of criteria for criteria sets. (JR)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. School of Public Health.
Note: Product of the University of Minnesota Independent Study for Health Care Trustees