International Handbook of Educational Evaluation: Part One: Perspectives / Part Two: Practice (Springer International Handbooks of Education 9)

Thomas Kellaghan Educational Research Centre, St. Patrick's College, Dublin, Ireland Daniel L. Stufflebeam The Evaluation Center, Western Michigan University, Ml, USA Lori A. Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua­ tion, school accreditation, and curriculum evaluation. It occurs at all levels of education systems, from the individual student evaluations carried out by class­ room teachers, to evaluations of schools and districts, to district-wide program evaluations, to national assessments, to cross-national comparisons of student achievement. As in any area of scholarship and practice, the field is constantly evolving, as a result of advances in theory, methodology, and technology; increasing globalization; emerging needs and pressures; and cross-fertilization from other disciplines. The beginning of a new century would seem an appropriate time to provide a portrait of the current state of the theory and practice of educational evaluation across the globe. It is the purpose of this handbook to attempt to do this, to sketch the international landscape of educational evaluation - its conceptual­ izations, practice, methodology, and background, and the functions it serves. The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field. TABLE OF CONTENTS: Introduction Thomas Kellaghan, Daniel L. Stufflebeam & Lori A. Wingate 1 PART ONE: PERSPECTIVES SECTION 1: EVALUATION THEORY Introduction Ernest R. House Section editor 9 1 Evaluation Theory and Metatheory Michael Scriven 15 2 The CIPP Model for Evaluation Daniel L. Stufflebeam 31 3 Responsive Evaluation Robert Stake 63 4 Constructivist Knowing, Participatory Ethics and Responsive Evaluation: A Model for the 21st Century Yvonna S. Lincoln 69 5 Deliberative Democratic Evaluation Ernest R. House & Kenneth R. Howe 79 SECTION 2: EVALUATION METHODOLOGY Introduction Richard M. Wolf Section editor 103 6 Randomized Field Trials in Education Robert F. Boruch 107 7 Cost-Effectiveness Analysis as an Evaluation Tool Henry M. Levin & Patrick J. McEwan 125 v 8 Educational Connoisseurship and Educational Criticism: An Arts-Based Approach to Educational Evaluation Elliot Eisner 153 9 In Living Color: Qualitative Methods in Educational Evaluation Linda Mabry 167 SECTION 3: EVALUATION UTILIZATION Introduction Marvin C. Alkin Section editor 189 10 Evaluation Use Revisited Carolyn Huie Hofstetter & Marvin C. Alkin 197 11 Utilization-Focused Evaluation Michael Quinn Patton 223 12 Utilization Effects of Participatory Evaluation J. Bradley Cousins 245 SECTION 4: THE EVALUATION PROFESSION Introduction M. F. Smith Section editor 269 13 Professional Standards and Principles for Evaluations Daniel L. Stufflebeam 279 14 Ethical Considerations in Evaluation Michael Morris 303 15 How can we call Evaluation a Profession if there are no Qualifications for Practice? Blaine R. Worthen 329 16 The Evaluation Profession and the Government Lois-Ellin Datta 345 17 The Evaluation Profession as a Sustainable Learning Community Hallie Preskill 361 18 The Future of the Evaluation Profession M. F. Smith 373 vi Table of Contents SECTION 5: THE SOCIAL AND CULTURAL CONTEXTS OF EDUCATIONAL EVALUATION Introduction H. S. Bhola Section editor 389 19 Social and Cultural Contexts of Educational Evaluation: A Global Perspective H. S. Bhola 397 20 The Context of Educational Program Evaluation in the United States Carl Candoli & Daniel L. Stufflebeam 417 21 Program Evaluation in Europe: Between Democratic and New Public Management Evaluation Ove Karlsson 429 22 The Social Context of Educational Evaluation in Latin America Fernando Reimers 441 23 Educational Evaluation in Africa Michael Omolewa & Thomas Kellaghan 465 PART TWO: PRACTICE SECTION 6: NEW AND OLD IN STUDENT EVALUATION Introduction Marguerite Clarke & George Madaus Section editors 485 24 Psychometric Principles in Student Assessment Robert J. Mislevy, Mark R. Wilson, Kadriye Ercikan & Naomi Chudowsky 489 25 Classroom Student Evaluation Peter W. Airasian & Lisa M. Abrams 533 26 Alternative Assessment Caroline Gipps & Gordon Stobart 549 27 External (Public) Examinations Thomas Kellaghan & George Madaus 577 Table of Contents vii SECTION 7: PERSONNEL EVALUATION Introduction Daniel L. Stufflebeam Section editor 603 28 Teacher Evaluation Practices in the Accountability Era Mari Pearlman & Richard Tannenbaum 609 29 Principal Evaluation in the United States Naftaly S. Glasman & Ronald H. Heck 643 30 Evaluating Educational Specialists James H. Stronge 671 SECTION 8: PROGRAM/PROJECT EVALUATION Introduction James R. Sanders Section editor 697 31 Evaluating Educational Programs and Projects in the Third World Gila Garaway 701 32 Evaluating Educational Programs and Projects in the USA Jean A. King 721 33 Evaluating Educational Programs and Projects in Canada Alice Dignard 733 34 Evaluating Educational Programs and Projects in Australia John M. Owen 751 SECTION 9: OLD AND NEW CHALLENGES FOR EVALUATION IN SCHOOLS Introduction Gary Miron Section editor 771 35 Institutionalizing Evaluation in Schools Daniel L. Stufflebeam 775 36 A Model for School Evaluation James R. Sanders & E. Jane Davidson 807 37 The Development and Use of School Profiles Robert L. Johnson 827 38 Evaluating the Institutionalization of Technology in Schools and Classrooms Catherine Awsumb Nelson, Jennifer Post & William Bickel 843 viii Table of Contents SECTION 10: LOCAL, NATIONAL, AND INTERNATIONAL LEVELS OF SYSTEM EVALUATION Introduction Thomas Kellaghan Section editor 873 39 National Assessment in the United States: The Evolution of a Nations Report Card Lyle V. Jones 883 40 Assessment of the National Curriculum in England Harry Torrance 905 41 State and School District Evaluation in the United States William J. Webster, Ted O. Almaguer & Tim Orsak 929 42 International Studies of Educational Achievement Tjeerd Plomp, Sarah Howie & Barry McGaw 951 43 Cross-National Curriculum Evaluation William H. Schmidt & Richard T. Houang 979 List of Authors 997 Index of Authors 1001 Index of Subjects 1021 Front Matter....Pages i-ix Introduction....Pages 1-6 Front Matter....Pages 7-7 Introduction....Pages 9-14 Evaluation Theory and Metatheory....Pages 15-30 The CIPP Model for Evaluation....Pages 31-62 Responsive Evaluation....Pages 63-68 Constructivist Knowing, Participatory Ethics and Responsive Evaluation: A Model for the 21st Century....Pages 69-78 Deliberative Democratic Evaluation....Pages 79-100 Front Matter....Pages 101-101 Introduction....Pages 103-106 Randomized Field Trials in Education....Pages 107-124 Cost-Effectiveness Analysis as an Evaluation Tool....Pages 125-152 Educational Connoisseurship and Educational Criticism: An Arts-Based Approach to Educational Evaluation....Pages 153-166 In Living Color: Qualitative Methods in Educational Evaluation....Pages 167-185 Front Matter....Pages 187-187 Introduction....Pages 189-195 Evaluation Use Revisited....Pages 197-222 Utilization-Focused Evaluation....Pages 223-242 Utilization Effects of Participatory Evaluation....Pages 245-265 Front Matter....Pages 267-267 Introduction....Pages 269-277 Professional Standards and Principles for Evaluations....Pages 279-302 Ethical Considerations in Evaluation....Pages 303-327 How can we call Evaluation a Profession if there are no Qualifications for Practice?....Pages 329-343 Front Matter....Pages 267-267 The Evaluation Profession and the Government....Pages 345-359 The Evaluation Profession as a Sustainable Learning Community....Pages 361-372 The Future of the Evaluation Profession....Pages 373-386 Front Matter....Pages 387-387 Introduction....Pages 389-396 Social and Cultural Contexts of Educational Evaluation: A Global Perspective....Pages 397-415 The Context of Educational Program Evaluation in the United States....Pages 417-428 Program Evaluation in Europe: Between Democratic and New Public Management Evaluation....Pages 429-439 The Social Context of Educational Evaluation in Latin America....Pages 441-463 Educational Evaluation in Africa....Pages 465-481 Front Matter....Pages 483-483 Introduction....Pages 485-487 Psychometric Principles in Student Assessment....Pages 489-531 Classroom Student Evaluation....Pages 533-548 Alternative Assessment....Pages 549-575 External (Public) Examinations....Pages 577-600 Front Matter....Pages 601-601 Introduction....Pages 603-608 Teacher Evaluation Practices in the Accountability Era....Pages 609-641 Principal Evaluation in the United States....Pages 643-669 Evaluating Educational Specialists....Pages 671-693 Front Matter....Pages 695-695 Introduction....Pages 697-700 Evaluating Educational Programs and Projects in The Third World....Pages 701-720 Front Matter....Pages 695-695 Evaluating Educational Programs and Projects in the USA....Pages 721-732 Evaluating Educational Programs and Projects in Canada....Pages 733-749 Evaluating Educational Programs and Projects in Australia....Pages 751-768 Front Matter....Pages 769-769 Introduction....Pages 771-774 Institutionalizing Evaluation in Schools....Pages 775-805 A Model for School Evaluation....Pages 807-826 The Development and Use of School Profiles....Pages 827-842 Evaluating the Institutionalization of Technology in Schools and Classrooms....Pages 843-870 Front Matter....Pages 871-871 Introduction....Pages 873-882 National Assessment in the United States: The Evolution of a Nation’s Report Card....Pages 883-904 Assessment of the National Curriculum in England....Pages 905-928 State and School District Evaluation in the United States....Pages 929-949 International Studies of Educational Achievement....Pages 951-978 Cross-National Curriculum Evaluation....Pages 979-995 The International Handbook of Educational Evaluation is an invaluable and unique reference work for evaluation scholars and specialists, educators, policymakers, graduate students in evaluation and education, administrators and other school personnel, as well as personnel in funding organizations. The Handbook: -addresses both theoretical and practical areas of educational evaluation; -provides up-to-date, comprehensive coverage of core concepts, methods, and areas of application; -reflects the perspectives and experiences of leading evaluation scholars and practitioners from around the world; -brings together a large group of notable authors presenting diverse national contexts; and -presents in-depth treatment of core concepts and best ideas on how to design and conduct sound evaluations in education