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Review: Alternative Assessments I. Describe the two epistemologies in ch. 3 (o/s) Compare the two principles for assigning value (util/int-pl) Identify pros/cons of the two evaluation approaches we discussed last week. Alternative Approaches to Evaluation II. Dr. Suzan Ayers

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Review: Alternative Assessments I

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Review: Alternative Assessments I

  • Describe the two epistemologies in ch. 3 (o/s)

  • Compare the two principles for assigning value (util/int-pl)

  • Identify pros/cons of the two evaluation approaches we discussed last week


Alternative Approaches to Evaluation II

Dr. Suzan Ayers

Western Michigan University

(courtesy of Dr. Mary Schutten)


Consumer-Oriented Approach

  • Typically a summative evaluation approach

  • This approach advocates consumer education and independent reviews of products

  • Scriven’s contributions based on groundswell of federally funded educational programs in 1960s

    • Differentiation between formative/summative eval.


Consumer-Oriented Checklist(Scriven, 1974, p. 102)

  • Need

  • Market

  • Performance

    • True field trials [tests in a “real” setting]

    • True consumer tests [tests with real users]

    • Critical comparisons [comparative data]

    • Long term [effects over the long term]

    • Side effects [unintended outcomes]

    • Process [product use fits its descriptions]

    • Causation [experimental study]

    • Statistical significance [supports product effectiveness]

    • Educational significance


  • Cost effectiveness

  • Extended support [in service training]

    Producer’s efforts to meet these standards improve product effectiveness

  • Key Evaluation Checklist developed to evaluate program evaluations

  • Educational Products Information Exchange(EPIE): Independent product-reviewer service

  • Curriculum Materials Analysis System (CMAS) checklist: Describe product, analyze rationale, consider: antecedent conditions, content, instructional theory & teaching strategies, form overall judgments


Uses of Consumer-OrientedEvaluation Approach

  • Typically used by gov’t. agencies and consumer advocates (i.e., EPIE)

  • What does one need to know about a product before deciding whether to adopt or install it?

    • Process information

    • Content information

    • Transportability information

    • Effectiveness information


Consumer-Oriented Pros/Cons

  • Strengths: valuable info given to those who don’t have time to study, advance consumers’ knowledge of appropriate criteria for selection of programs/products

  • Weaknesses: can increase product cost, stringent testing may “crimp” creativity, local initiative lessened b/c of dependency on outside consumer services


Consumer-Oriented Qs

  • What educational products do you use?

  • How are purchasing decisions made?

  • What criteria seem to most important in the selection process?

  • What other criteria for selection does this approach suggest to you?


Expertise-Oriented Approach

  • Depends primarily upon professional expertise to judge an institution, program, product, or activity

  • This is the first view that relies heavily on subjective expertise as the key evaluation tool

  • Examples: doctoral exams, board reviews, accreditation, reappointment/tenure reviews etc…


Expertise-Oriented Types

  • Formal Review Systems (accreditation)

    • Existing structure, standards exist, set review schedule, experts, status usually affected by results

  • Informal Review systems (grad S committee)

    • Existing structure, no standards, infrequent schedule, experts, status usually affected

  • Ad hoc panel review (journal reviews)

    • Multiple opinions, status sometimes affected

  • Ad hoc individual review (consultant)

    • Status sometimes affected


Expertise-Oriented Pros/Cons

  • Strengths: those well-versed make decisions, standards are set, encourage improvement through self-study

  • Weaknesses: whose standards? (personal bias), expertise credentials, can this approach be used with issues of classroom life, texts, and other evaluation objects or only with the bigger institutional questions?


Expertise-Oriented Qs

  • What outsiders review your program or organization?

  • How expert are they in your program’s context, process, and outcomes?

  • What are characteristics of the most/least helpful reviewers? (list brainstorms on board)


Participant-Oriented Approach

  • Heretofore, the human element was missing from program evaluation

  • This approach involves all relevant interests in the evaluation

  • This approach encourages support for representation of marginalized, oppressed and/or powerless parties


Participant-Oriented Characteristics

  • Depend in inductive reasoning [observe, discover, understand]

  • Use multiple data sources [subjective, objective, quant, qual]

  • Do not follow a standard plan [process evolves as participants gain experience in the activity]

  • Record multiple rather than single realities [e.g., focus groups]


Participant-Oriented Examples

  • Stake’s Countenance Framework

    • Description and judgment

  • Responsive Evaluation

    • Addressing stakeholders’ concerns/issues

    • Case studies describe participants’ behaviors

  • Naturalistic Evaluation

    • Extensive observations, interviews, documents and unobtrusive measures serve as both data and reporting techniques

    • Credibility vs. internal validity (x-checking, triangulation)

    • Applicability vs. external validity (thick descriptions)

    • Auditability vs. reliability (consistency of results)

    • Confirmability vs. objectivity (neutrality of evaluation)


  • Participatory Evaluation

    • Collaboration between evaluators & key organiz-ational personnel for practical problem solving

  • Utilization-Focused Evaluation

    • Base all decisions on how everything will affect use

  • Empowerment Evaluation

    • Advocates for societies’ disenfranchised, voiceless minorities

    • Advantages: training, facilitation, advocacy, illumination, liberation

    • Unclear how this approach is a unique participant-oriented approach

    • Argued in evaluation that it is not even ‘evaluation’


Participant-Oriented Pros/Cons

  • Strengths: emphasizes human element, gain new insights and theories, flexibility, attention to contextual variables, encourages multiple data collection methods, provides rich, persuasive information, establishes dialogue with and empowers quiet, powerless stakeholders

  • Weaknesses: too complex for practitioners (more for theorists), political element, subjective, “loose” evaluations, labor intensive which limits number of cases studied, cost, potential for evaluators to lose objectivity


Participant-Oriented Qs

  • What current program are you involved in that could benefit from this type of evaluation?

  • Who are the stakeholders?


Alternative Approaches Summary

Five cautions about collective evaluation conceptions presented so far

1) Writings in evaluation are not models/theories

  • Evaluation is a transdiscipline (not yet a distinct discipline)

  • “Theoretical” underpinnings in evaluation lack important characteristics of most theories

  • Information shared is: sets of categories, lists of things to think about, descriptions, etc.


2) “Discipleship” to a single ‘model’ is dangerous

  • Use of different approaches as heuristic tools, each appropriate for the situation, recommended

    3) Calls to consolidate evaluation approaches into a single model are unwise

  • These efforts based in attempts to simplify evaluation

  • Approaches are based on widely divergent philosophical assumptions

  • Development of a single omnibus model would prematurely close a divergent phase in the field

  • Just because we can does not mean we should; would evaluation be enriched by synthesizing the multitude of approaches into a few guidelines?


4) The choice of an evaluation approach is not empirically based

  • Single most important impediment to development of more adequate theory and models in evaluation

    5) Negative metaphors underlying some approaches can cause negative side effects

  • Metaphors shared in ch. 3 are predicated on negative assumptions in two categories:

    • Tacitly assume something is wrong in system being evaluated (short-sighted indictment)

    • Based on assumptions that people will lie, evade Qs or withhold information as a matter of course


Alternative Approaches’ Contributions

Approaches shared in ch. 4-8 influence evaluation practices in important ways

  • Help evaluators think diversely

  • Present & provoke new ideas/techniques

  • Serve as mental checklists of things to consider, remember, or worry about

  • Alternative approaches’ heuristic value is very high, but their prescriptive value is less so

  • Avoid mixing evaluation’s philosophically incompatible ‘oil/water’ approaches; eclectic use of alternative approaches can be advantageous to high-quality evaluation practices

    Table 9.1


Exercise

  • Clearly identify your evaluand

    • Is it a program, policy, product, service, other?

    • Who does it (or should it) serve?

    • Who is in charge of it?

  • Find a partner and explain what you have written

    • Does it make sense?

    • Does it match what you wrote?

    • Does it avoid specifying criteria?

    • Is it simple enough?

    • Did you avoid commenting on the merits of the evaluand?


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