Program evaluation models and related theories: AMEE Guide No. 67
Program evaluation models and related theories: AMEE Guide No. 67
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DOI：
10.3109/0142159x.2012.668637
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发表时间：
2012-01-01
期刊：
影响因子：
4.7
通讯作者：
Hemmer, Paul A.
中科院分区：
文献类型：
--
作者：
Frye, Ann W.;Hemmer, Paul A.
本指南回顾了影响普通教育评价模式发展的科学理论。教育工作者在选择适当的评价模式时，如果他们首先考虑模型的理论基础与他们的项目的复杂性和他们自己的评价需求，他们会更有信心。还原论、系统理论和（最近的）复杂性理论启发了当今评估研究中常用模型的发展。本指南介绍了实验和准实验模型，柯克帕特里克的四个层次的模型，逻辑模型，和CIPP（上下文/输入/过程/产品）模型的理论，影响了他们的发展，限制或支持他们的能力，做什么教育工作者需要的背景。本指南的目标是使教育工作者能够更有能力和信心地设计教育计划评估，以支持有意的计划改进，同时充分记录或描述与其计划相关的预期和非预期的变化和结果。
This Guide reviews theories of science that have influenced the development of common educational evaluation models. Educators can be more confident when choosing an appropriate evaluation model if they first consider the model's theoretical basis against their program's complexity and their own evaluation needs. Reductionism, system theory, and (most recently) complexity theory have inspired the development of models commonly applied in evaluation studies today. This Guide describes experimental and quasi-experimental models, Kirkpatrick's four-level model, the Logic Model, and the CIPP (Context/Input/Process/Product) model in the context of the theories that influenced their development and that limit or support their ability to do what educators need. The goal of this Guide is for educators to become more competent and confident in being able to design educational program evaluations that support intentional program improvement while adequately documenting or describing the changes and outcomes-intended and unintended-associated with their programs.