Reevaluating Evaluation : A Special Issue of peabody Journal of Education
Book Details
Format
Paperback / softback
ISBN-10
0805895957
ISBN-13
9780805895957
Publisher
Taylor & Francis Inc
Imprint
Routledge
Country of Manufacture
GB
Country of Publication
GB
Publication Date
May 1st, 2003
Print length
216 Pages
Weight
340 grams
Product Classification:
Curriculum planning & developmentExaminations & assessment
KSh 9,250.00
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In the context of the evolution of education program evaluation and the current emphasis on scientific precision, this special issue presents several of the challenges to program evaluation that scholars are facing today. In addition, it shares recent insights and experiences that will contribute to continued improvement of program evaluation and responds to the call for more exactness without losing sight of the lessons learned from evaluation over the past several decades. The eight papers address five main areas: evaluation design, instrumentation, implementation, politics, and analysis. As a whole, this issue is designed shed light on the five issues, as well as provide information useful for those interested in increasing the rigor of education research to increase the ability to improve schools.
In the context of the evolution of education program evaluation and the current emphasis on scientific precision, this special issue presents several of the challenges to program evaluation that scholars are facing today. In addition, it shares recent insights and experiences that will contribute to continued improvement of program evaluation and responds to the call for more exactness without losing sight of the lessons learned from evaluation over the past several decades. The eight papers address five main areas: evaluation design, instrumentation, implementation, politics, and analysis. As a whole, this issue is designed shed light on the five issues, as well as provide information useful for those interested in increasing the rigor of education research to increase the ability to improve schools.
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