Abstract
Most evaluation courses and workshops at some point deal with evaluation models such as those proposed by Stufflebeam, Stake, Kirkpatrick, Brinkerhoff, and others. While models or persuasions, as they are termed by Borich (1983), often overlap, they also differ in regard to how the evaluation enterprise is viewed and how programs are evaluated. Students generally struggle to gain an initial understanding or appreciation of these similarities and differences unless they are provided with hands-on opportunities to apply a model (or models) to program situations.
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Background Reading
Borich, G.D. (1983). Evaluation models: A question of purpose not terminology. Educational Evaluation and Policy Analysis, 5(1), 61–63 .
Guba, E.G., & Lincoln, Y.S. (1983). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass Publishers.
Worthen, B.R., & Sanders, J.R. (1987). Educational evaluation: Alternative approaches and practical guidelines. White Plains, N.Y.: Longman, Inc.
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© 1989 Springer Science+Business Media Dordrecht
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Altschuld, J.W., Thomas, P.M. (1989). Alternative Models For Evaluation. In: Mertens, D.M. (eds) Creative Ideas For Teaching Evaluation. Evaluation in Education and Human Services, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-7829-5_11
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DOI: https://doi.org/10.1007/978-94-015-7829-5_11
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-5780-8
Online ISBN: 978-94-015-7829-5
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