NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886702
Record Type: Journal
Publication Date: 2010-Aug
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
"Evaluation Gone Awry": The Teacher Experience of the Summative Evaluation of a School Reform Initiative
Craig, Cheryl J.
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n6 p1290-1299 Aug 2010
Written as four scenes that span a five-year period, this article examines the summative evaluation of an organized school reform programme in the United States from the teacher perspective. The study provides fine-grained details of how the evaluation of the particular reform effort went "awry" in the view of some teachers who directly participated. The inclusion of two teacher narratives particularly demonstrates how practitioners' intents and desires became overtaken by evaluators' stances and theoretical frames. The international value of the research is that it discusses problems of summative evaluators entering longitudinal reform endeavors too late in the change process, difficulties relating to non-participant observation, issues associated with not negotiating final evaluation reports, and failure of evaluation studies to enter into human subjects agreements with teachers. Lastly, the lack of congruence between formative planning and evaluation and summative evaluation constitutes an overarching theme.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A