ASSESSING THE IMPLEMENTATION OF AN INNOVATIVE INSTRUCTIONAL SYSTEM

Abstract

Many evaluation paradigms consider three rather similar concepts: input; implementation; and output. Until recently, little attention has been paid to the implementation phase of evaluation, which seems to be a critical area in need of assessment by both administrators and evaluators. The literature relating to implementation has tended to document the need for implementation studies, but has not been very useful in describing, in practical terms, how one may go about the process of assessing implementation or the subsequent use of such data for administrative feedback. This paper discusses the development and use of an implementation scale and describes basic characteristics of the instrument. Some obtained data are presented and possible interpretations of the data offered. The data would seem to indicate that instructional systems are not implemented fully in many schools. A second section of the paper presents correlational data obtained from the implementation instrument and variables that may be related to the degree of implementation of a classroom innovation. The innovative nature of the school, the climate established by the administrator, the existence of continuous training programs and staff and student attitudes were found to correlate significantly with degree of implementation.

Citation

EVANS, W. and SHEFFLER, J.W. (1976), "ASSESSING THE IMPLEMENTATION OF AN INNOVATIVE INSTRUCTIONAL SYSTEM", Journal of Educational Administration, Vol. 14 No. 1, pp. 107-118. https://doi.org/10.1108/eb009748