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Expertise-Oriented Approach

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Trung Vong

on 9 February 2013

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Transcript of Expertise-Oriented Approach

Evaluation of Complex Problems of Practice
Group Presentation #2 Michael Akerson
Trung Vong Expertise-Oriented
Approach “The expertise-oriented approach to evaluation
is probably the oldest type of formal, public evaluation and, as its name implies, it relies primarily on professional expertise to judge the quality of an institution, program, product or activity.” (Fitzpatrick et al., 2011, p. 127) Connoisseurship
and Criticism Accreditation What is your expertise outside of education? 1.Connoisseurship and Criticism
2.Accreditation and Certification Application Strengths History Key Terms Connoisseurship is the art of appreciation – not a preference for that which is observed, but a skill to notice or, “to recognize differences that are subtle but significant in a particular qualitative display” (Fitzpatrick et al 2011 about Eisner, 2004, p. 200). “Criticism does not imply a negative appraisal but rather an educational process that provides public disclosure” of specific, detailed factors that establish categories of distinction. (Fitzpatrick et al. 2011, p. 141) • Elliott Eisner, a Stanford emeritus professor, originally achieved a PhD in visual arts which shaped his evaluation perspective.
• Eisner is a champion for supporting qualitative research and supports Howard Gardner’s multiple intelligences theory.
• Eisner felt that approaches which simply gave children arts materials in the hope that their creativity might flow resulted in programs 'with little or no structure, limited artistic content, and had few meaningful aims' (Eisner 1988).
• More recently, Eisner commented that educational evaluation and high stakes testing warrants a perspective exploring “both process and effect of education” through a “partnership of arts and humanities with social science”. (Eisner, 2004, p. 202) References Eisner, Elliot W. (1988) The role of Discipline-Based Art Education in American Schools, Los Angeles: Paul Getty Trust.
Eisner, E.W. (2004). The roots of connoisseurship and criticism: A personal journey. In M.C. Alkin (Ed.) Evaluation roots. Thousand Oaks, CA: Sage.
[Link to article about Eisner’s Connoisseurship and Criticism]. Retrieved 1-23-13 from http://www.infed.org/thinkers/eisner.htm. Eisner's Four
Dimensions 1. descriptive 2. interpretative
3. evaluative 4. thematic Example Questions 1. What is the behavior of the students?
2. Are other “improvements” occurring in the culture?
3. Are students achieving higher levels of learning beyond remembering and understanding? Reference Barone, T., & Eisner, E. W. (1997). Arts-based educational research. In R. M. Jaeger (Ed.), Complementary Methods for Research in Education (2nd ed.). Washington: AERA. Limitations Fosters creativity and insight
Stimulates critical thinking
Offers multiple sensory and reason perspectives Bias of the expert(s)
Too subjective or not objective enough
Too loose in framing boundaries Accreditation
and Certification History Strengths Application Key Concepts Limitations Tied to Standards Quantitative & Qualitative All Stakeholders Involved Independent Perspective Comprehensive Use of Findings Overemphasis on Processes Underemphasis on Outcomes Politicization Corruption and Bias Improvement/Accountibility-Oriented Approach Organizations Schools
Hospitals Professions Education
Medicine Program Accountability
Program Operations
Guidelines & Criteria Evaluation Questions Is it working?
What can be improved?
Is it meeting minimum requirements? Methods Observations
Site Visits
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