ERIC Number: ED124594
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Lean Data Strategies for Formative Evaluation.
Baker, Eva L.
The intent of formative evaluation is to improve programs as well as to justify their continuation. It is critical to separate clearly those functions of the evaluation which are political from those which may lead the way to instructional improvement. Data for formative evaluation should be gathered in an interpretable way at the level at which decisions will be implemented, usually at the classroom level. This forces data collection activities to a single planned incursion. This recommendation may suggest rethinking some of the measurement differences usually assumed to distinguish good classroom from good program evaluation. Purposive evaluation mandates asking questions about those areas over which a program developer or implementer exerts some control. Sometimes the specific implications of alternative data patterns are not kept in mind during the design of evaluations; the evaluator should attempt to foresee plausible alternative patterns the data might take. Rather than literally apply the evaluation plans of others, evaluation designs should be allowed to conform to the specific questions needing answers. What is desired are evaluation activities that have instructional improvement as well as, where necessary, political utilities; where with limited waste, data are provided that are pertinent and obvious to program needs. (RC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (60th, San Francisco, California, April 19-23, 1976)