Alexis P. Benson, D. Michelle Hinn and Claire Lloyd
Evaluation is comprised of diverse, oftentimes conflicting, theories and practices that reflect the philosophies, ideologies, and assumptions of the time and place in which they…
Abstract
Evaluation is comprised of diverse, oftentimes conflicting, theories and practices that reflect the philosophies, ideologies, and assumptions of the time and place in which they were constructed. Underlying this diversity is the search for program quality. It is the search for understanding and, consequently, is the fundamental, and most challenging, task confronting the evaluator. This volume is divided into four broad sections, each of which conveys a different vision of quality that include postmodern and normative perspectives, practice-driven concerns, and applied examples in the field of education.
Throughout the world, both in government and in the not-for-profit sector, policymakers and managers are grappling with closely-related problems that include highly politicized…
Abstract
Throughout the world, both in government and in the not-for-profit sector, policymakers and managers are grappling with closely-related problems that include highly politicized environments, demanding constituencies, public expectations for high quality services, aggressive media scrutiny, and tight resource constraints. One potential solution that is getting increasing attention is performance-based management or managing for results: the purposeful use of resources and information to achieve and demonstrate measurable progress toward agency and program goals, especially goals related to service quality and outcomes (see Hatry, 1990; S. Rep. No. 103-58, 1993; Organization for Economic Cooperation and Development, 1996; United Way of America, 1996).
This paper presents a performance-based view of assessment design with a focus on why we need to build tests that are mindful of standards and content outlines and on what such…
Abstract
This paper presents a performance-based view of assessment design with a focus on why we need to build tests that are mindful of standards and content outlines and on what such standards and outlines require. Designing assessment for meaningful educational feedback is a difficult task. The assessment designer must meet the requirements of content standards, the standards for evaluation instrument design, and the societal and institutional expectations of schooling. At the same time, the designer must create challenges that are intellectually interesting and educationally valuable. To improve student assessment, we need to design standards that are not only clearer, but also backed by a more explicit review system. To meet the whole range of student needs and to begin fulfilling the educational purposes of assessment, we need to rethink not only the way we design, but also the way we supervise the process, usage, and reporting of assessments. This paper outlines how assessment design is parallel to student performance and illustrates how this is accomplished through intelligent trial and error, using feedback to make incremental progress toward design standards.