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| Objectives-Oriented Evaluation Approach |
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Tylerian Evaluation Approach
 | Establish broad goals or objectives |
| Classify the goals or objectives |
| Define objectives in behavioral terms |
| Find situations in which achievement of objectives can be
shown |
| Develop or select measurement techniques |
| Collect performance data |
| Compare performance data with behaviorally stated
objectives |
Logical Methods
Sanders and Cunningham
| Examining the cogency of the argument or rationale behind
each objectives. |
| Examining the consequences of accomplishing the goals or
objective |
| Considering whether higher-order values, such as laws or
policies, fit with existing practices, moral principles, the ideals of a free society, or
the Constitution, to see if a goal or purpose if required by or will conflict with such
values |
Empirical Methods
Sanders and Cunningham
| Collecting group data to describe judgments about the value
of a goal or objective
|
| Arranging for
experts, hearings, or panels to review and evaluate potential goals or objectives
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| Conducting content
studies of archival records
|
| conducting a pilot
study to see if the goal is attainable and in what form it may be attained
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Metfessel and Michaels’
Evaluation Paradigm
| Involve the total school community as facilitators of
program evaluation |
| Formulate cohesive model of goals and specific objectives |
| Translate specific objectives into a communicable form
applicable to facilitating learning in the school environment |
| Select or construct instruments to furnish measures
allowing inferences about program effectiveness |
| Carry out periodic observations using content-valid
tests, scales, and other behavioral measures |
| Analyze data using appropriate statistical methods |
| Interpret the data using standards of desired levels of
performance over all measures |
| Develop recommendations for the further implementation,
modification, and revision of broad goals and specific objectives. |
Hammond’s Evaluation Approach
| Instruction |
| Institution |
| Behavioral Objectives |
Instruction
| Organization |
| Content |
| Method |
| Facilities |
| Cost |
Institution
| Student |
| Teacher, administrator, educational specialist |
| Family |
| Community |
Behavioral Objectives
| Cognitive Objectives |
| Affective Objectives |
| Psychomotor Objectives |
Taba’s Model
| Diagnosis of needs |
| Formulation of objectives |
| Selection of content |
| Organization of content |
| Selection of learning experiences |
| Organization of learning experiences |
| Determining the "what" and "how" of
evaluation |
Strengths
| Simplicity
 | Easily understood |
| Easy to follow and implement |
| Produces information relevant to the mission |
|
Limitations
| Lacks a real evaluative component |
| Lacks standards to judge the importance of observed
discrepancies between objectives and performance levels |
| Neglects the value of the objectives |
| Ignores important alternatives that should be considered |
| Neglects transactions that occur within the program or
activity being evaluated |
| neglects the context in which the evaluation takes place |
| Ignores important outcomes other than those covered by
the objectives |
| Omits evidence of program value not reflected in its own
objective |
| Promotes a linear, inflexible approach to evaluation |
| Survey Design Notes by Dr. Don Dillman;
A Survey Can: "Provide the distribution of a characteristic in a population by
collecting information
from only a few of its members."
Rules of Thumb:
Sample randomly
Doubling sample size reduces sampling error by half
Sampling can be far more complex than described.
Measurement Error:
Occurs when respondent answers to questions are inaccurate.
A result of question wording, the questionnaire, the interviewer, the survey method,
and/or the
respondent.
Sampling Error
Occurs because only a subset of the population is surveyed.
n
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Precision
|
97
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+/- 10%
|
385
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+/- 5%
|
1068
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+/- 3%
|
2175
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+/- 2%
|
Coverage Error
Occurs because samples list does not include all elements of the population that one
wishes to survey.
Each member of the entire population needs to have a known (non-zero) chance of being
included in the sample.
Non-response Error
Occurs when some of the sampled individuals do not respond and they are different from
those who do in a way that
is relevant to study.
This is more important than response rate!
For a survey to be accurate, each of the four sources of data collection
error must be attended to
.
sampling error
Coverage error
measurement error
Non-response error
Perspective for Improving Response
Increase rewards
Decrease costs
Promote trust
This is a social exchange, not and economic exchange.
Requirements for Maximizing Mail Survey Response
Respondent-friendly questionnaire
Personalized correspondence
Prepaid financial incentive - $ 2 - 5
First Class mail
Four contacts - pre-notice, questionnaire, reminder, replacement questionnaire
Fifth contact - 2 day priority mail or telephone
Why Mail Surveys Usually Fail
Inadequate sample frames and respondent selection
Poor Questions
Selective non-response
How to Improve Responce
A List
Multiple contacts
Stamped return envelope
$ Pre-incentive
Respondent-friendly questionnaire
B List
No labels
Real signature
Green paper
Graphic cover design
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