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ERIC Number: ED409848
Record Type: RIE
Publication Date: 1997
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Conceptual Framework for Assessment: The Process/Outcome Evaluation Model.
Kovalik, Cindy L.; Dalton, David W.
The adoption of alternative pedagogical philosophies in the classroom has led to an increased use of technology to expand and enhance authentic, contextual learning environments. Correspondingly, these new approaches have also led to a growing dissatisfaction with existing evaluation methodologies to evaluate knowledge. This paper proposes such an evaluation model based on the premise that evaluation strategies should reflect the full range of the experiences of learning. The model incorporates evaluation strategies that provide a composite picture of learning by examining both the learning process and the learning outcome. Dubbed the Process/Outcome Evaluation Model (POEM), the model expands and integrates existing evaluation models by providing the tools that can help decode, interpret, and assess not only what is learned, but also how the learning occurred. The evaluation matrix of POEM contains four categories of measurements: hard-outcome, hard-process, soft-outcome, and soft-process. By analyzing data from each measurement component singly, then collectively, evaluation using POEM becomes more comprehensive than traditional outcome-based testing strategies. (Contains 47 references.) (AEF)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421.