ERIC Number: ED183565
Record Type: Non-Journal
Publication Date: 1976
Reference Count: N/A
The Discrepancy Evaluation Model. II. The Application of the DEM to an Educational Program.
NCME Measurement in Education, v7 n2 Spr 1976
The discrepancy evaluation model (DEM) specifies that evaluation consists of comparing performance with a standard, yielding discrepancy information. DEM is applied to programs in order to improve the program by making standards-performance-discrepancy cycles explicit and public. Action-oriented planning is involved in creating standards; a useful way to accomplish this is to analyze each of the components and subcomponents of the program, and then to subject the subcomponents to an input-output analysis. A "design evaluation" should also be undertaken to judge the adequacy of program intentions. Programs plans may serve as the basis for the DEM's standards; process evaluation determines whether and how well planned activities are carried out; and outcome evaluation determines the extent to which planned outcomes (both subobjectives and terminal or final objectives) are achieved. Invariably, priorities must be set from the initial list of planning objectives, and the evaluator will not study planning objectives unless a standard exists for evaluating them. (DEM is briefly applied to an evaluation of a teacher inservice education program as an example, and a chart is provided to summarize data collection planning). (GDS)
Descriptors: Data Collection, Differences, Evaluation Criteria, Evaluation Methods, Higher Education, Input Output Analysis, Inservice Teacher Education, Models, Objectives, Performance, Program Development, Program Evaluation, Standards
National Council on Measurement in Education, 1126 16th Street N.W., Washington, DC 20036 ($1.50)
Publication Type: Reports - Research; Collected Works - Serials
Education Level: N/A
Authoring Institution: National Council on Measurement in Education, East Lansing, MI.