ArticlesArticles should deal with topics applicable to the broad field of program evaluation. Implications for practicing evaluators should be clearly identified. Examples of contributions include, but are not limited to, reviews of new developments in evaluation and descriptions of a current evaluation effort, problem, or technique. Manuscripts should include appropriate references and normally should not exceed 10 double-spaced typewritten pages in length; longer articles will occasionally be published, but only where their importance to EP readers is judged to be quite high. ABSTRACTIn this paper, we object to Michael Scriven's claim that the basic logic of evaluation is criterial and standards-based. We note that valuing is an integral part of perception and that valuing within perception, repeatedly refined, is an even more basic logic of evaluation. We find unpersuasive his claim that making the final synthesis "governed" will diminish bias, noting that bias will find its way into the required statements of need, function, standards and weighting. We offer our alternative for disciplining the synthesis process, by urging more systematic and demanding critiques of Robert Stake emerging interpretations and values, and by more deliberately using competing conceptual organizers (e.g., goals, issues, decisions and elements of the rules Scriven advocates) as temporary and dialectical grounds for reconsidering the evolving meanings of the program, including its merit and shortcoming.
Effective teaching begins with effective planning of instruction. Planned instruction with technology integrated appeals to students and accommodates students’ needs. Students expect technology to be utilized to support the learning process because of their acquaintance with a variety of technologies at a very early age. Educators must be aware of the needs and expectations of students and then design courses that integrate technology based on these identified needs and expectations. A critical element required to integrate technology into the learning environment successfully is the instructional design process. The instructional design process provides a framework for systematically planning, developing, and adapting instruction based on learner needs and content requirements. With the instructional design process, educators evaluate student needs, plan the lesson objectives, design the instructional content, and create assessments. Evaluation and revision of each of the instructional components is continually modified to meet the changing needs of the learners and the advancement of technology.
In this paper, we object to Michael Scriven's claim that the basic logic of evaluation is criterial and standards-based. We note that valuing is an integral part of perception and that valuing within perception, repeatedly refined, is an even more basic logic of evaluation. We find unpersuasive his claim that making the final synthesis “governed” will diminish bias, noting that bias will find its way into the required statements of need, function, standards and weighting. We offer our alternative for disciplining the synthesis process, by urging more systematic and demanding critiques of emerging interpretations and values, and by more deliberately using competing conceptual organizers (e.g., goals, issues, decisions and elements of the rules Scriven advocates) as temporary and dialectical grounds for reconsidering the evolving meanings of the program, including its merit and shortcoming.
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