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ERIC Number: ED460152
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 22
Abstractor: N/A
A Comparison of Goals-Based and Learning History Approaches to Program Evaluation: A Preliminary Report.
Clardy, Alan
This paper describes a relatively new approach to program evaluation, the "learning history" approach. The paper also presents preliminary results of a pilot test of the method and provides a preliminary account of how this new approach will be compared to the classic goals-based approach to evaluation. The learning history method was developed in the early 1990s by G. Roth and A. Kleiner. The technique was originally created as a means for generating organizational learning about change programs in work organizations. A learning history is defined in terms of its process and its reporting format. In the process, the evaluator solicits information from a number of participants about their experiences over the course of the change program. The findings are made available to members of the organization who meet for a collaborative review of the findings. This review generates ideas that promote organizational learning. The report follows a defined format to present the data in a way that is easily grasped. The approach was used in a Web-supported graduate course at Towson University, Maryland, to pilot test its use as a methods course evaluation. Results found the approach appears to be useful. A research study is being conducted to compare goal-based and learning history approaches in the evaluation of a faculty training program involving a dozen faculty members who planned to use Web support in courses over the following year. Cost effectiveness and the implications of an e-mail survey approach for data collection are to be evaluated as well. Preliminary findings are encouraging, although program goals were not explicit at the start of the program evaluation. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A