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International Handbook of Educational Evaluation

Part One: Perspectives / Part Two: Practice

  • Book
  • © 2003

Overview

Editors:
  1. Thomas Kellaghan

    1. Educational Research Centre, St. Patrick’s College, Dublin, Ireland

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    You can also search for this editor in PubMed   Google Scholar

  2. Daniel L. Stufflebeam

    1. The Evaluation Center, Western Michigan University, Kalamazoo, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Springer International Handbooks of Education (SIHE, volume 9)

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Table of contents (54 chapters)

  1. Front Matter

    Pages i-ix
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  2. Introduction

    1. Introduction

      • Thomas Kellaghan, Daniel L. Stufflebeam, Lori A. Wingate
      Pages 1-6

  3. Evaluation Theory

    1. Front Matter

      Pages 7-7
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    2. Introduction

      • Ernest R. House
      Pages 9-14

    3. Evaluation Theory and Metatheory

      • Michael Scriven
      Pages 15-30

    4. The CIPP Model for Evaluation

      • Daniel L. Stufflebeam
      Pages 31-62

    5. Responsive Evaluation

      • Robert Stake
      Pages 63-68

    6. Constructivist Knowing, Participatory Ethics and Responsive Evaluation: A Model for the 21st Century

      • Yvonna S. Lincoln
      Pages 69-78

    7. Deliberative Democratic Evaluation

      • Ernest R. House, Kenneth R. Howe
      Pages 79-100

  4. Evaluation Methodology

    1. Front Matter

      Pages 101-101
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    2. Introduction

      • Richard M. Wolf
      Pages 103-106

    3. Randomized Field Trials in Education

      • Robert F. Boruch
      Pages 107-124

    4. Cost-Effectiveness Analysis as an Evaluation Tool

      • Henry M. Levin, Patrick J. McEwan
      Pages 125-152

    5. Educational Connoisseurship and Educational Criticism: An Arts-Based Approach to Educational Evaluation

      • Elliot Eisner
      Pages 153-166

    6. In Living Color: Qualitative Methods in Educational Evaluation

      • Linda Mabry
      Pages 167-185

  5. Evaluation Utilization

    1. Front Matter

      Pages 187-187
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    2. Introduction

      • Marvin C. Alkin
      Pages 189-195

    3. Evaluation Use Revisited

      • Carolyn Huie Hofstetter, Marvin C. Alkin
      Pages 197-222

    4. Utilization-Focused Evaluation

      • Michael Quinn Patton
      Pages 223-242

    5. Utilization Effects of Participatory Evaluation

      • J. Bradley Cousins
      Pages 245-265
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Keywords

About this book

Thomas Kellaghan Educational Research Centre, St. Patrick's College, Dublin, Ireland Daniel L. Stufflebeam The Evaluation Center, Western Michigan University, Ml, USA Lori A. Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua­ tion, school accreditation, and curriculum evaluation. It occurs at all levels of education systems, from the individual student evaluations carried out by class­ room teachers, to evaluations of schools and districts, to district-wide program evaluations, to national assessments, to cross-national comparisons of student achievement. As in any area of scholarship and practice, the field is constantly evolving, as a result of advances in theory, methodology, and technology; increasing globalization; emerging needs and pressures; and cross-fertilization from other disciplines. The beginning of a new century would seem an appropriate time to provide a portrait of the current state of the theory and practice of educational evaluation across the globe. It is the purpose of this handbook to attempt to do this, to sketch the international landscape of educational evaluation - its conceptual­ izations, practice, methodology, and background, and the functions it serves. The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field.

Reviews

"...this handbook should be in the library of each higher education institute, faculty, research group and/or R&D institute dealing with or working in the domain of evaluation and assessment... A further inspection of the book shows that an interesting strength of the book is how the section editors perceived their roles. In most cases they not only introduce and position their section authors, but they also provide a view of how they see their parts of the field."
(Tjeerd Plomp in Perspectives in Education, 21:1 (April 2003)

Editors and Affiliations

  • Educational Research Centre, St. Patrick’s College, Dublin, Ireland

    Thomas Kellaghan

  • The Evaluation Center, Western Michigan University, Kalamazoo, USA

    Daniel L. Stufflebeam

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