ERIC Number: ED317567
Record Type: Non-Journal
Publication Date: 1990-Mar
Maximizing the Impact of Program Evaluation: A Discrepancy-Based Process for Educational Program Evaluation.
Cantor, Jeffrey A.
This paper describes a formative/summative process for educational program evaluation, which is appropriate for higher education programs and is based on M. Provus' Discrepancy Evaluation Model and the principles of instructional design. The Discrepancy Based Methodology for Educational Program Evaluation facilitates systematic and detailed analyses of multiple educational program components in order to identify discrepancies among program specifications, actual outcomes, and accreditation guidelines for educational program development. The method was initially developed for use in the commercial nuclear power industry to review and evaluate training after the accident at Three Mile Island. The ultimate objective of the method is to ensure that the program at hand produces competent professionals, who are capable of performing their jobs in a safe, efficient manner. This evaluation is a three-phase process. The first phase analyzes utility program standards that define the program (what should be). The second phase analyzes the programmatic data (what is). During this phase, individual courses, instruction, media, methods and classroom processes, lesson plans, student records, and other program components are reviewed against institutional and accreditation standards. The third phase synthesizes the multiple discrepancy analyses, culminating in the interpretation and reporting of the evaluation findings. (TJH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A