Systematic Evaluation [electronic resource] : A Self-Instructional Guide to Theory and Practice / by D.L. Stufflebeam, Anthony J. Shinkfield.
Erişim Adresi
ISBN
9789400956568
Dil Kodu
İngilizce
Yer Numarası
DK/10398
Yazar
Basım Bildirimi
1st ed. 1985.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 1985.
Fiziksel Niteleme
368 p. online resource.
Dizi
Evaluation in Education and Human Services ; 8
İçindekiler Notu
1 Introduction to Evaluation -- Objectives -- What Is Evaluation? -- Methods -- Standards -- History -- Roles in Evaluation Work -- Knowledge Test for Unit 1 -- Application Exercise -- Questions Without Answers -- References -- 2 An Analysis of Alternative Approaches to Evaluation -- Objectives -- Alternative Conceptualizations of Evaluation -- Pseudoevaluation -- Quasievaluations -- True Evaluations -- Conclusion -- Knowledge Test for Unit 2 -- Application Exercises -- Questions Without Answers -- References -- 3 Objectives-oriented Evaluation: The Tylerian Tradition -- Objectives -- The Intention of the Tylerian Approach -- Some Limitations of the Tylerian Approach -- Metfessel and Michael: An Extension of the Tylerian Approach -- Knowledge Test for Unit 2 -- Application Exercises -- Questions Without Answers -- References -- 4 Edward A. Suchman and the Scientific Approach to Evaluation -- Objectives -- Conceptual Aspects of Evaluation -- Methodological Aspects of Evaluation -- Evaluation and Program Administration -- Knowledge Test for Unit 4 -- Questions Without Answers -- References -- 5 Cronbach’s Designing Evaluations: A Synopsis -- Objectives -- to the Issues -- Cronbach’s Concepts of the Elements in an Evaluation Design: Uto -- Planning for Communication -- The Promise of Evaluation -- Knowledge Test for Unit 5 -- Application Exercises -- Questions Without Answers -- References -- 6 Stufflebeam’s Improvement-oriented Evaluation -- Objectives -- Some Personal History -- Development of the CIPP Model -- The PDK Study Committee’s Elaboration of CIPP Evaluation -- CIPP Compared to Other Recent Evaluation Proposals -- CIPP as a Strategy for Improving Systems -- An Overview of CIPP Categories -- Designing Evaluations -- Metaevaluation and Standards -- Conclusion -- Knowledge Test for Unit 6 -- Application Exercises.-Questions Without Answers -- References -- 7 Stake’s Client-centered Approach to Evaluation -- Objectives -- The Countenance Statement of Evaluation -- Format for Data Collection -- Responsive Evaluation -- General Observations -- Knowledge Test for Unit 7 -- Application Exercises -- Questions Without Answers -- References -- 8 T.R. Owens, R.L. Wolf: An Adversary Approach to Evaluation -- Objectives -- Intention of the Adversary Model -- One Form of the Adversary Approach: Wolf’s Judicial Model -- Pros and Cons of Adversary Evaluation -- Knowledge Test for Unit 8 -- Application Exercises -- Questions Without Answers -- References -- 9 Illuminative Evaluation: The Holistic Approach -- Objectives -- Traditional Evaluation: Seeds of Doubt -- Stake’s Concept of Evaluation as Portrayal -- Illuminative Evaluation: A Social-Anthropological Paradigm -- The Context of Educational Programs -- Organization and Methods of Illuminative Evaluation -- Reporting and Decision Making -- Problems Associated with Illuminative Evaluation -- Knowledge Test for Unit 9 -- Application Exercises -- Questions Without Answers -- References -- 10 Michael Scrlven’s Consumer-Oriented Approach to Evaluation -- Objectives -- Evaluation Defined -- Critique of Other Persuasions -- Formative and Summative Evaluation -- Amateur versus Professional Evaluation -- Intrinsic and Payoff Evaluation -- Goal-free Evaluation -- Needs Assessment -- The Key Evaluation Checklist -- Metaevaluation -- Evaluation Ideologies -- Professionalization of Evaluation -- Knowledge Test for Unit 10 -- Application Exercises -- Questions Without Answers -- References -- Indexes.
Konu
Educational tests and measurements.
Education.
Assessment and Testing.
Education.
Education.
Assessment and Testing.
Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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245 10|aSystematic Evaluation|h[electronic resource] :|bA Self-Instructional Guide to Theory and Practice /|cby D.L. Stufflebeam, Anthony J. Shinkfield.
250 |a1st ed. 1985.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1985.
300 |a368 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aEvaluation in Education and Human Services ;|v8
505 0 |a1 Introduction to Evaluation -- Objectives -- What Is Evaluation? -- Methods -- Standards -- History -- Roles in Evaluation Work -- Knowledge Test for Unit 1 -- Application Exercise -- Questions Without Answers -- References -- 2 An Analysis of Alternative Approaches to Evaluation -- Objectives -- Alternative Conceptualizations of Evaluation -- Pseudoevaluation -- Quasievaluations -- True Evaluations -- Conclusion -- Knowledge Test for Unit 2 -- Application Exercises -- Questions Without Answers -- References -- 3 Objectives-oriented Evaluation: The Tylerian Tradition -- Objectives -- The Intention of the Tylerian Approach -- Some Limitations of the Tylerian Approach -- Metfessel and Michael: An Extension of the Tylerian Approach -- Knowledge Test for Unit 2 -- Application Exercises -- Questions Without Answers -- References -- 4 Edward A. Suchman and the Scientific Approach to Evaluation -- Objectives -- Conceptual Aspects of Evaluation -- Methodological Aspects of Evaluation -- Evaluation and Program Administration -- Knowledge Test for Unit 4 -- Questions Without Answers -- References -- 5 Cronbach’s Designing Evaluations: A Synopsis -- Objectives -- to the Issues -- Cronbach’s Concepts of the Elements in an Evaluation Design: Uto -- Planning for Communication -- The Promise of Evaluation -- Knowledge Test for Unit 5 -- Application Exercises -- Questions Without Answers -- References -- 6 Stufflebeam’s Improvement-oriented Evaluation -- Objectives -- Some Personal History -- Development of the CIPP Model -- The PDK Study Committee’s Elaboration of CIPP Evaluation -- CIPP Compared to Other Recent Evaluation Proposals -- CIPP as a Strategy for Improving Systems -- An Overview of CIPP Categories -- Designing Evaluations -- Metaevaluation and Standards -- Conclusion -- Knowledge Test for Unit 6 -- Application Exercises.-Questions Without Answers -- References -- 7 Stake’s Client-centered Approach to Evaluation -- Objectives -- The Countenance Statement of Evaluation -- Format for Data Collection -- Responsive Evaluation -- General Observations -- Knowledge Test for Unit 7 -- Application Exercises -- Questions Without Answers -- References -- 8 T.R. Owens, R.L. Wolf: An Adversary Approach to Evaluation -- Objectives -- Intention of the Adversary Model -- One Form of the Adversary Approach: Wolf’s Judicial Model -- Pros and Cons of Adversary Evaluation -- Knowledge Test for Unit 8 -- Application Exercises -- Questions Without Answers -- References -- 9 Illuminative Evaluation: The Holistic Approach -- Objectives -- Traditional Evaluation: Seeds of Doubt -- Stake’s Concept of Evaluation as Portrayal -- Illuminative Evaluation: A Social-Anthropological Paradigm -- The Context of Educational Programs -- Organization and Methods of Illuminative Evaluation -- Reporting and Decision Making -- Problems Associated with Illuminative Evaluation -- Knowledge Test for Unit 9 -- Application Exercises -- Questions Without Answers -- References -- 10 Michael Scrlven’s Consumer-Oriented Approach to Evaluation -- Objectives -- Evaluation Defined -- Critique of Other Persuasions -- Formative and Summative Evaluation -- Amateur versus Professional Evaluation -- Intrinsic and Payoff Evaluation -- Goal-free Evaluation -- Needs Assessment -- The Key Evaluation Checklist -- Metaevaluation -- Evaluation Ideologies -- Professionalization of Evaluation -- Knowledge Test for Unit 10 -- Application Exercises -- Questions Without Answers -- References -- Indexes.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducational tests and measurements.
650 0|aEducation.
650 14|aAssessment and Testing.
650 24|aEducation.
700 1 |aShinkfield, Anthony J.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780898381580
776 08|iPrinted edition:|z9789400956575
776 08|iPrinted edition:|z9789401089951
830 0|aEvaluation in Education and Human Services ;|v8
856 40|uhttps://doi.org/10.1007/978-94-009-5656-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 809109
003 TR_AnAIT
005 20260131024055
007 cr nn 008mamaa
008 121227s1985 ne | s |||| 0|eng d
020 |a9789400956568|9978-94-009-5656-8
024 7 |a10.1007/978-94-009-5656-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB3050-3060.87
072 7|aJNKD|2bicssc
072 7|aEDU030000|2bisacsh
072 7|aJNDH|2thema
082 04|a371.26|223
090 |aDK/10398
100 1 |aStufflebeam, D.L.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aSystematic Evaluation|h[electronic resource] :|bA Self-Instructional Guide to Theory and Practice /|cby D.L. Stufflebeam, Anthony J. Shinkfield.
250 |a1st ed. 1985.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1985.
300 |a368 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aEvaluation in Education and Human Services ;|v8
505 0 |a1 Introduction to Evaluation -- Objectives -- What Is Evaluation? -- Methods -- Standards -- History -- Roles in Evaluation Work -- Knowledge Test for Unit 1 -- Application Exercise -- Questions Without Answers -- References -- 2 An Analysis of Alternative Approaches to Evaluation -- Objectives -- Alternative Conceptualizations of Evaluation -- Pseudoevaluation -- Quasievaluations -- True Evaluations -- Conclusion -- Knowledge Test for Unit 2 -- Application Exercises -- Questions Without Answers -- References -- 3 Objectives-oriented Evaluation: The Tylerian Tradition -- Objectives -- The Intention of the Tylerian Approach -- Some Limitations of the Tylerian Approach -- Metfessel and Michael: An Extension of the Tylerian Approach -- Knowledge Test for Unit 2 -- Application Exercises -- Questions Without Answers -- References -- 4 Edward A. Suchman and the Scientific Approach to Evaluation -- Objectives -- Conceptual Aspects of Evaluation -- Methodological Aspects of Evaluation -- Evaluation and Program Administration -- Knowledge Test for Unit 4 -- Questions Without Answers -- References -- 5 Cronbach’s Designing Evaluations: A Synopsis -- Objectives -- to the Issues -- Cronbach’s Concepts of the Elements in an Evaluation Design: Uto -- Planning for Communication -- The Promise of Evaluation -- Knowledge Test for Unit 5 -- Application Exercises -- Questions Without Answers -- References -- 6 Stufflebeam’s Improvement-oriented Evaluation -- Objectives -- Some Personal History -- Development of the CIPP Model -- The PDK Study Committee’s Elaboration of CIPP Evaluation -- CIPP Compared to Other Recent Evaluation Proposals -- CIPP as a Strategy for Improving Systems -- An Overview of CIPP Categories -- Designing Evaluations -- Metaevaluation and Standards -- Conclusion -- Knowledge Test for Unit 6 -- Application Exercises.-Questions Without Answers -- References -- 7 Stake’s Client-centered Approach to Evaluation -- Objectives -- The Countenance Statement of Evaluation -- Format for Data Collection -- Responsive Evaluation -- General Observations -- Knowledge Test for Unit 7 -- Application Exercises -- Questions Without Answers -- References -- 8 T.R. Owens, R.L. Wolf: An Adversary Approach to Evaluation -- Objectives -- Intention of the Adversary Model -- One Form of the Adversary Approach: Wolf’s Judicial Model -- Pros and Cons of Adversary Evaluation -- Knowledge Test for Unit 8 -- Application Exercises -- Questions Without Answers -- References -- 9 Illuminative Evaluation: The Holistic Approach -- Objectives -- Traditional Evaluation: Seeds of Doubt -- Stake’s Concept of Evaluation as Portrayal -- Illuminative Evaluation: A Social-Anthropological Paradigm -- The Context of Educational Programs -- Organization and Methods of Illuminative Evaluation -- Reporting and Decision Making -- Problems Associated with Illuminative Evaluation -- Knowledge Test for Unit 9 -- Application Exercises -- Questions Without Answers -- References -- 10 Michael Scrlven’s Consumer-Oriented Approach to Evaluation -- Objectives -- Evaluation Defined -- Critique of Other Persuasions -- Formative and Summative Evaluation -- Amateur versus Professional Evaluation -- Intrinsic and Payoff Evaluation -- Goal-free Evaluation -- Needs Assessment -- The Key Evaluation Checklist -- Metaevaluation -- Evaluation Ideologies -- Professionalization of Evaluation -- Knowledge Test for Unit 10 -- Application Exercises -- Questions Without Answers -- References -- Indexes.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducational tests and measurements.
650 0|aEducation.
650 14|aAssessment and Testing.
650 24|aEducation.
700 1 |aShinkfield, Anthony J.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780898381580
776 08|iPrinted edition:|z9789400956575
776 08|iPrinted edition:|z9789401089951
830 0|aEvaluation in Education and Human Services ;|v8
856 40|uhttps://doi.org/10.1007/978-94-009-5656-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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