Effective EvaluationPart Two is devoted to introducing and comparing the nature of various paradigms of inquiry and advocates the use of the naturalistic paradigm, rather than a scientific one for investigation of issues involving human behavior. Part Three introduces the rea der to the utilization of qualitative research methodologies. Topics covered in Part Three include the evaluator as an instrument, interviewing, observation, interpretation of nonverbal cues, and using unobtrusive means and documents. Part Four introduces the actual steps in carrying out a naturalistic, responsive evaluation and includes discussion of such issues as initiating and organizing the evaluation, identifying key issues and concerns, gathering useful information, and reporting results and recommendations. |
Contents
Comparing Evaluation Models | 1 |
Emergence of Responsive Evaluation | 23 |
Determining Merit and Worth | 39 |
Copyright | |
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Effective Evaluation: Improving the Usefulness of Evaluation Results Through ... Egon G. Guba,Yvonna S. Lincoln No preview available - 1992 |
Common terms and phrases
approach appropriate audi behavior cerns Chapter client concept concerns and issues content analysis context criteria cues curriculum data collection deal decision descriptors determine developed documents Ecological Psychology Educational Evaluation emerge ences entity being evaluated ethical eval evaluand evaluation report evaluation team evaluator's example experience external validity fact gatekeepers Guba human identified important inquiry instrument inter interaction interpretations interview investigator involved mation means ment merit methodology methods naturalistic evaluator naturalistic inquirer naturalistic paradigm needs assessment nonverbal communication notes objectives participant observation persons perspectives political possible probably problem purpose qualitative methods questions reasons records respondent responsive evaluation rigor role school board scientific situation social sources specific stakeholding audiences subjects suggested teachers techniques thick description tion tional tive triangulation uator understanding unobtrusive measures unstructured interviewing validity values worth