Values, Goals, Public Policy and Educational Evaluation

Berlak, Harold

doi:10.2307/1169536

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…The purposes may be to evaluate the success of a new teaching program that a faculty group would like to retain, to demonstrate that the living-group plan favored by a university vice-president is successful, to show that campus morale under a president is high, to meet the requirements of a governmental funding agency, or simply to provide evidence that the institutional research office is doing something and that its budget is justified. The purposes are often as political as they are educational (Caro, 1971;Cohen, 1970;Berlak, 1970), and can strongly affect the decisionmaking situation. The context determines whether any decision is really intended, whether the evidence is really sought, and who will make the decision.…”

Section: Measures Of College Environmentsmentioning

confidence: 99%

The Practical Utility of Measures of College Environments

Baird

1974

Review of Educational Research

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How can I decide whether the present or the experimental dormitory arrangement is best?" "How can I choose the best college for me?" "How satisfied are our students with our professors?" "Which goals for our college have the greatest support in the community?" These questions are often heard by institutional researchers, psychologists, and sociologists. Asking these questions are students, administrators, and faculty. Implicitly, they all are asking for information that will help them make decisions. They want to choose, evaluate, or improve colleges. To do this, they need objective information that will help them choose between courses of action. So, they come to the researcher for help. What objective information can he provide that will be useful?If the researcher turns to current measures of college environments, he is likely to be frustrated. As recently suggested in a review (Baird, 1973), there is little in existing measures of the college environment to help in pragmatic decisions, and they are so atheoretical and global that they are unrelated to concepts that could suggest pragmatic actions. The purpose of this paper is to (1) review how environmental measures have been used and (2) suggest how environmental measures could be made more useful.The questions that researchers hear suggest the scope of purposes that environmental measures are asked to serve. These purposes may be grouped into several major categories of decisions for which environmental information may be useful: decisions among institutions, decisions within institutions, decisions concerning people, and decisions concerning nonpersonal resources. Decisions among institutions are those that involve the comparison of one institution with others, or of one type of institution with others, for example, when a high school student selects a college, or when a state legislator decides whether to spend more on universities or community colleges. Decisions within institutions are decisions that involve the comparison of one part of an institution with another, or of one way of doing things with another. Examples include comparing the teaching practices in the humanities with those in engineering and comparing an experimental curriculum with the regular curriculum. Decisions concerning people include those

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Section: Measures Of College Environmentsmentioning

confidence: 99%

The Practical Utility of Measures of College Environments

Baird

1974

Review of Educational Research

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“…Hypothesis testing is, by definition, objective and independent of values. For a discussion of the need to include values in the evaluation process, see Berlak (1970) and Stake and Denny (1969).…”

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A Limitation of the Applicability of Interval Shift Analysis to Program Evaluation

Hardy

1975

American Educational Research Journal

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There can be almost unanimous agreement among those of us who are involved in the evaluation of educational programs in the public schools that there is a great need for the development of innovative methods of analyzing student achievement data for the purpose of program evaluation.Most persons charged with the responsibility of project or program evaluation come equipped with the tools of behavioral research. We have attempted to apply experimental and quasi experimental designs, hypothesis testing, and inferential statistics to developmental or on-going programs and have found these methods inadequate.In his 1970 review of the literature on measurement and analysis techniques in evaluation, Sjorgren (1970) concluded that exploration with the methodologies of other fields should have a high priority:... much work is needed in adapting the methods of the social and behavioral sciences to educational evaluation. The models of anthropology, economics, political sciences, sociology, law, and journalism need to be studied for their applicability to evaluation. Some of this analysis is occurring, e.g., cost-benefit analysis. It is clear, however, that the models are not immediately applicable to educational evaluation because many variables that are used in the basic discipline are not present or must be measured in another way in education. The problem of adapting such models to educational situations creates measurement problems of its own (p. 314).

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“…And all of this sometimes furious activity has taken place in less than a decade" (65). 3, Teacher Behavior-- Outcomes 13,5,16,15,21,17,27,11,19,7,26,12,14,8,35,9 4. Learning Activities- Outcomes 20,18,32,29,30 The problem of this study was to appraise two systems of implementa tion evaluation; Indicators of Quality and A Survey of Effective School…”

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A critical appraisal of Indicators of quality and A survey of effective school processes

Stow

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Values, Goals, Public Policy and Educational Evaluation

Cited by 3 publications

References 3 publications

The Practical Utility of Measures of College Environments

The Practical Utility of Measures of College Environments

A Limitation of the Applicability of Interval Shift Analysis to Program Evaluation

A critical appraisal of Indicators of quality and A survey of effective school processes

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