By Lieutenant Colonel David M. Glantz
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Additional resources for SOVIET AIRBORNE EXPERIENCE, Research Survey No. 4
Example text
These multiple contexts require different evaluation approaches, raise diverse issues, and yield different types of scientific evidence (Davidson, 2000). Program evaluation is a transdiscipline and does not have a permanent “disciplinary house” (Christie, 2001, p. 59). However, program evaluation transforms evaluation theory and 23 24 EVALUATION IN DISTANCE EDUCATION AND E-LEARNING practice in other disciplines and is, in turn, is transformed by them. , 2004; Stufflebeam, 2001), with a rich and diverse history of professional evaluation paradigms, theories, values, methods, practices, and use (Caracelli, 2000; Stufflebeam, 2001).
2004, p. 214). This process is based on information-gathering tools and concepts adopted from industrial models of evaluation (Forsyth, Jolliffe, & Stevens, 1995). In an accreditation study, evaluators rate aspects of the program using lists of objective, predetermined criteria and guidelines in a formal professional review system developed by a professional accrediting body (Stufflebeam, 2001). , 1997). , 2004). One example of an accreditation study is the National Accreditation of Teachers of Education, which is implemented by American public universities every 5 years.
Our whole point is to show that Messick’s framework provides a comprehensive, omnibus model of professional program evaluation. C h apt e r 3 g g g g g g g g Evaluation Theory and Practice in Distance Education and E-Learning Evaluation Theory 42 Models with Scientific Evidence in the Foreground 42 Models Based on Evidence, Values, and Consequences 50 Models Based on Messick’s (1989) Framework 54 A Summary of Evaluation Models in Distance Education 56 Evaluation Studies 59 Evaluation Practice 65 Do Unintended Consequences Emerge in Authentic Evaluation Studies?