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ERIC Number: ED114422
Record Type: Non-Journal
Publication Date: 1975-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
Transactional Evaluation and the Improvement of Instruction.
Rippey, Robert M.
Because discrepancies between individual needs and institutional roles are so often neglected in planning educational change, attention to this dimension may prove worthwhile. Evaluators who have omitted the evaluation of the effects of educational innovation on the total system--not just the students--may find it productive to assume this additional responsibility. It is hypothesized that greater productivity may be realized if institutions undergoing change attend to and respond to the real and the projected anxieties of all those responsible for and affected by the change, since implementors may undergo greater changes than clients. Those involved in effecting change may need assurance that they can be competent in their new roles, and that their needs will be identified and responded to. Such identification and supportive response is a key to establishing a climate where change can be productive and "non-events," or business-as-usual teaching under the cloak of a project title or number, will be at a minimum. The transactionally oriented evaluator could participate in the usual formative, summative and cost tasks, but he would also ask additional questions about (1) Who is involved? (2) What is expected of them? (3) How are they threatened by change? (4) How do they make compromises between their needs and the reward system? (5) In what way, and how adequately does the institution assess the consequences of change, not only on the system clients, but also on the members of the system? (Author/BJG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A