Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz
{"title":"谁的价值观和什么价值观?推进和说明教育评价标准的明确规定","authors":"Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz","doi":"10.1016/j.stueduc.2024.101335","DOIUrl":null,"url":null,"abstract":"<div><p>This paper addresses the theoretical and practical question of how to specify criteria used in educational evaluations. People and groups involved in and affected by an educational initiative typically bring different values to bear on the question of what a quality or successful initiative means. This poses a challenge of balancing and prioritizing between differing values when specifying criteria. To address this challenge, we present a framework and process that involves systematic consideration of multiple sources of criteria (i.e., who and where) and domains (e.g., design, outcomes) followed by explicitly defining criteria within an evaluation. We illustrate our use of this framework in three evaluations: a high school mathematics teacher program, K-12 principal professional development initiatives, and a graduate-level online healthcare administration program. Together, the framework and illustrations provide guidance and highlight future directions for strengthening explicit criteria specification in educational evaluation.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101335"},"PeriodicalIF":2.6000,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education\",\"authors\":\"Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz\",\"doi\":\"10.1016/j.stueduc.2024.101335\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This paper addresses the theoretical and practical question of how to specify criteria used in educational evaluations. People and groups involved in and affected by an educational initiative typically bring different values to bear on the question of what a quality or successful initiative means. This poses a challenge of balancing and prioritizing between differing values when specifying criteria. To address this challenge, we present a framework and process that involves systematic consideration of multiple sources of criteria (i.e., who and where) and domains (e.g., design, outcomes) followed by explicitly defining criteria within an evaluation. We illustrate our use of this framework in three evaluations: a high school mathematics teacher program, K-12 principal professional development initiatives, and a graduate-level online healthcare administration program. Together, the framework and illustrations provide guidance and highlight future directions for strengthening explicit criteria specification in educational evaluation.</p></div>\",\"PeriodicalId\":47539,\"journal\":{\"name\":\"Studies in Educational Evaluation\",\"volume\":\"81 \",\"pages\":\"Article 101335\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-02-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Educational Evaluation\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0191491X24000142\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000142","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education
This paper addresses the theoretical and practical question of how to specify criteria used in educational evaluations. People and groups involved in and affected by an educational initiative typically bring different values to bear on the question of what a quality or successful initiative means. This poses a challenge of balancing and prioritizing between differing values when specifying criteria. To address this challenge, we present a framework and process that involves systematic consideration of multiple sources of criteria (i.e., who and where) and domains (e.g., design, outcomes) followed by explicitly defining criteria within an evaluation. We illustrate our use of this framework in three evaluations: a high school mathematics teacher program, K-12 principal professional development initiatives, and a graduate-level online healthcare administration program. Together, the framework and illustrations provide guidance and highlight future directions for strengthening explicit criteria specification in educational evaluation.
期刊介绍:
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.