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Objectives-Oriented Evaluation Approach

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Josh Kinchen

on 26 September 2013

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Transcript of Objectives-Oriented Evaluation Approach

Objectives-Oriented Evaluation Approach
Josh Kinchen

Purposes specified, then evaluation measures extent of success
Already specified or work to build purposes, goals, objectives
Info could determine funding or changes
Major contributor in education: Ralph W. Tyler
Ralph W. Tyler
Influenced Elementary and Secondary Education Act (ESEA) of 1965
First federal measure to require evaluation of educational programs
Saw objectives as a way for teachers to define what they wanted students to learn
Stating objectives helped teachers plan curricula and lessons
Objectives should concern principles, not minute behaviors
Rationale was logical, scientifically acceptable, readily adoptable by evaluators, and had influence on subsequent evaluation theorists.
Strengths & Weaknesses
Simplicity: easy to follow, understand, and implement
Focusing the evaluator on some key characteristics of a program
Possibly over-simplifying complexity of delivering programming
Causing the evaluator to focus unduly on those elements and therefore, to ignore other program effects, desirable or undesirable
Luo, M., & Dappen, L.(2005). Mixed-methods design for an objective-based evaluation of a magnet school assistance project. Evaluation and Program Planning, (28)1, 109-118, ISSN 0149-7189, Retrieved from (http://0-www.sciencedirect.com.uncclc.coast.uncwil.edu/science/article/pii/S0149718904000849)
Tylerian Approach
Developed by Ralph W. Tyler (1942, 1950)
Establish broad goals or objectives
Classify the goals or objectives
Defines 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
Provus' Discrepancy Eval Model
Developed by Malcolm Provus for Pittsburgh public schools (1971, 1973)
Process (interim products)
Cost-benefit analysis (optional)
The Evaluation Cube
Developed by from ideas by Hammond (1973) at the Evaluation Center at Western Michigan University, for community-based youth programs
Three dimensions
Needs of youth:
intellectual, physical recreation, vocational, social, moral, aesthetic/cultural, emotional
Age of youth: Prenatal through young adult
Source of service to youth
housing, social & health services, business, justice, education, religious
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