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Chapter 5

Chapter 5. Expertise-Oriented Approach & Consumer-Oriented Approach. Expertise-Oriented Approach. Definition: Direct reliance on professional expertise as the primary evaluation strategy Contributors: Flexner & Eisner

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Chapter 5

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  1. Chapter 5 Expertise-Oriented Approach & Consumer-Oriented Approach

  2. Expertise-Oriented Approach Definition: Direct reliance on professional expertise as the primary evaluation strategy Contributors: Flexner & Eisner Historical Foundations: Began in the late 1800s (schools, universities and hospitals) “Accreditation”

  3. What do we know about -Flexner He was not a member of the profession he judged Argued common sense was the most relevant form of expertise He was a layman in terms of education, but he was an educator, and his judgments were directed at medical education rather than the practice of medicine. (what implications does this have for you as an aspiring administrator?)

  4. Eisner Connoisseurship and Criticism What did Eisner use as an analogy for connoisseurship? The art of appreciation – not necessarily a liking or a preference for that which is observed.

  5. Eisner (continued) “to recognize differences that are subtle but significant in a particular qualitative display” (p. 140) Criticism – is the public side of connoisseurship. Educational connoisseurship: “… process and effect of education. In an age of high-stakes testing, it is a perspective we badly need” (p. 141)

  6. Higher Education Examples of Accreditation “Middle States” http://www.msche.org/ Why do institutions of higher education seek accreditation? How is the process for accreditation organized? How has it impacted the Ed Admin program at Wilkes University?

  7. Why seek accreditation • To improve programs (formative or summative) 2. Provides consumers and stakeholders with an indication of quality (formative or summative?) 3. Ensures the government and those providing financial assistance that the programs are worthwhile (formative or summative?)

  8. Process • Self-study (confidential, why?) • Report Review by experts • Visits with interviews (all stakeholders) and records review. • Recommendations for improvement or approval

  9. Impact on Programs Consistency • Curriculum • Assignments/Assessments • Rubrics Continual Review • Collection of Assessments (see syllabus) • Item Analysis

  10. Controversies 1. Conflict of interest 2. Regional seen as formative and too light handed 3. US Dept. summative and outcomes based 4. Confidentiality in Self-Report 5. Transparency in Final Report 6. Competition from other sources (popular ratings - U.S. News and World Report)

  11. Other Accreditation Organizations Specific to Education NCATE http://www.ncate.org/ TEAC http://teac.org/

  12. Ad Hoc Review Panels (Include Panels to Develop Standards p. 138) What current issue in PA is related to this type of Ad Hoc Panel Review? How will it impact you as a future educational leader? http://www.corestandards.org/ http://www.corestandards.org/articles/9-nga-and-ccsso-comment-on-ccssi-governance-suggestions

  13. Orienting Questions(Page 126) • What are the arguments for and against using professional judgment as the means for evaluating programs? • What are the different types of expertise-oriented approaches? How are they alike and how do they differ? • Why is accreditation of institutions of higher education controversial today? How do these controversies reflect the controversies that frequently arise in many evaluations?

  14. Consumer-Oriented Definition: Establish the value, merit or worth, of a product, program or policy. Application of the system: The evaluator is a person with expertise in judging things, but not with the particular content expertise-oriented or connoisseur evaluations.

  15. Developer Scriven Developed checklists (p. 146 – 147) Need Market “Performance” (multiple types) Cost-Effectiveness Extended Support

  16. Resources for Educators WWC http://ies.ed.gov/ncee/wwc/ Buros http://buros.unl.edu/buros/jsp/search.jsp

  17. Orienting Questions(p. 126) 4. How is the consumer-oriented evaluation approach like the expertise-oriented approach? How is it different? 5. How do these approaches influence the practice of evaluation today?

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