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Program Evaluation [microform] : Approaches and Procedures / Cameron Fincher
Bib ID 5248863
Format MicroformMicroform, BookBook
Author
Fincher, Cameron
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973 
18 p. 
Summary

Current approaches being made to program evaluation are examined, and some of the implications for academic programs in higher education are considered. The conceptual shifts that are involved in the changing demands placed upon educational evaluation are summarized as: (1) an increasing emphasis on the use of tests and measurements for feedback and direct improvement as opposed to selection and placement of students, (2) an increasing advocacy of developmental, applied, practical, problem-solving research, (3) a lessening of interest in conventional experimental research as opposed to research that is administratively or action oriented, and (4) a growing interest in decision-oriented research as opposed to conclusion-oriented research. For the evaluation of academic programs, these shifts suggest that a heavier emphasis should be given to formative, as opposed to summative, evaluation, and that the results of evaluation studies will be used increasingly for policy decisions that will determine program substance, form, and content. A conceptual framework for program evaluation in higher education is provided in a figure. The primary thrust of the conceptual design is that systematic efforts at program evaluation should consitute a functional analysis of the variables that are involved, and that the nature of the relationships derived or established will be probabilistic rather than deterministic. The complexities of most higher education program and the subtlety of influenctial variables suggest that urgent as evaluation is, it will not be easy to conduct the kind of evaluation studies needed. (DB)

Notes

ERIC Note: Paper presented at annual forum of Association for Institutional Research (Vancouver, British Columbia, May 16, 1973).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Conceptual Schemes.  |  Evaluation Methods.  |  Higher Education.  |  Program Evaluation.  |  Research Reviews (Publications)  |  Speeches.
Available From ERIC 
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037 |aED083265|bERIC
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100 1 |aFincher, Cameron.
245 1 0 |aProgram Evaluation|h[microform] :|bApproaches and Procedures /|cCameron Fincher.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1973.
300 |a18 p.
500 |aERIC Note: Paper presented at annual forum of Association for Institutional Research (Vancouver, British Columbia, May 16, 1973).|5ericd
520 |aCurrent approaches being made to program evaluation are examined, and some of the implications for academic programs in higher education are considered. The conceptual shifts that are involved in the changing demands placed upon educational evaluation are summarized as: (1) an increasing emphasis on the use of tests and measurements for feedback and direct improvement as opposed to selection and placement of students, (2) an increasing advocacy of developmental, applied, practical, problem-solving research, (3) a lessening of interest in conventional experimental research as opposed to research that is administratively or action oriented, and (4) a growing interest in decision-oriented research as opposed to conclusion-oriented research. For the evaluation of academic programs, these shifts suggest that a heavier emphasis should be given to formative, as opposed to summative, evaluation, and that the results of evaluation studies will be used increasingly for policy decisions that will determine program substance, form, and content. A conceptual framework for program evaluation in higher education is provided in a figure. The primary thrust of the conceptual design is that systematic efforts at program evaluation should consitute a functional analysis of the variables that are involved, and that the nature of the relationships derived or established will be probabilistic rather than deterministic. The complexities of most higher education program and the subtlety of influenctial variables suggest that urgent as evaluation is, it will not be easy to conduct the kind of evaluation studies needed. (DB)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aConceptual Schemes.|2ericd
650 1 7 |aEvaluation Methods.|2ericd
650 1 7 |aHigher Education.|2ericd
650 1 7 |aProgram Evaluation.|2ericd
650 0 7 |aResearch Reviews (Publications)|2ericd
650 0 7 |aSpeeches.|2ericd
984 |aANL|cmc 2253 ED083265|d77000000084846
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Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.