Traditional and Emerging Definitions of Educational Evaluation

Ron P. Jemelka and Gary D. Borich
Additional contact information
Ron P. Jemelka: University of Texas, Austin
Gary D. Borich: University of Texas, Austin

Evaluation Review, 1979, vol. 3, issue 2, 263-276

Abstract: Reviews of evaluation literature reveal considerable variance in the conceptual frame works and procedures utilized by evaluators. This disparity can be traced to the lack of a unified undergirding theory of evaluatton. Traditional and emerging definitions of educational evaluation are reviewed followed by presentation of a value-oriented conceptualization of evaluation which synthesizes the ideas of many contemporary evaluation researchers with the earlier notions of educator John Dewey. This concep tualization is offered as an initial attempt to elucidate an adequate underlying theoretical basis for evaluative inquiry. A discussion of the advantages and implications of this value-oriented perspective is presented.

Date: 1979
References: Add references at CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/0193841X7900300207 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:3:y:1979:i:2:p:263-276

DOI: 10.1177/0193841X7900300207

Access Statistics for this article

More articles in Evaluation Review
Bibliographic data for series maintained by SAGE Publications ().