Basic process of educational evaluation
1. Establish an evaluation institution (organization) with reasonable knowledge and ability structure.
2, determine the evaluation objectives and evaluation tasks (objectives and tasks)
3, select and determine the evaluation items and indicators (items and indicators)
4. Select and design methods and tools (methods and tools) to collect evaluation information.
5. Collect the evidence or information on which the assessment is based.
6. Organize and analyze information.
7. Form an evaluation report
Three Educational Evaluation Models and Their Applications
Teachers in our country are very familiar with all kinds of teaching models, but they lack understanding of educational evaluation models. When it comes to educational evaluation, people think of exams and exams, and it seems that there are only exams and exams. However, we can't equate educational evaluation with exams and tests. They are just a way to collect and analyze information in educational evaluation. Educational evaluation, as a complete educational practice, is a complete process including setting goals, collecting information, analyzing information and feeding back results, involving many factors such as evaluation object, evaluation purpose, evaluation content and evaluation method. In the development of educational evaluation research and practice, due to people's different understanding of evaluation elements, many unique educational evaluation models have been formed. Among these evaluation models, Taylor model, CIPP model and response model are typical models in three historical stages of educational evaluation research, which have important reference value for the current educational evaluation reform in China. This paper briefly introduces three modes of educational evaluation.
First, Taylor model
This model was put forward by R.w.Tyler, the "father of educational evaluation", in 1930s, and has the following characteristics.
(1) The purpose of evaluation is to compare the advantages and disadvantages of teaching programs. Taylor believes that educational evaluation is a process of objectively describing educational results and judging whether the teaching plan achieves the expected educational goals. However, in practice, almost no teaching plan can achieve all the expected goals. Therefore, the evaluation of education in practice is often to compare the advantages and disadvantages of two teaching programs in achieving educational goals. Therefore, Taylor proposed that to judge that Scheme A is superior to Scheme B, at least one of the following conditions must be met: 1. Under the same conditions, both plan A and plan B have achieved all the predetermined goals, but plan A has also achieved other goals; 2. Under the same conditions, Scheme A leads to the realization of the goal more effectively than Scheme B; 3. Under the same conditions, the goal of Scheme A is better or more valuable than that of Scheme B; 4. Under the same conditions, the overall effect of Scheme A is better than that of Scheme B; 5. Under the same conditions, Scheme A saves investment than Scheme B; 6. Considering the investment situation and investment effect comprehensively, Scheme A is better than Scheme B. ..
(B) A clear educational goal is the key to educational evaluation.
Taylor stressed that the educational goal "should be able to fully reveal all kinds of behaviors, ways of thinking, emotions and activities that the syllabus intends to help students develop, as well as what they should master." Taylor's student Bloom and his colleagues divided the educational goal into cognitive field, emotional field and motor skill field (which later developed into mental motor field), and this classification has had a wide influence all over the world.
(C) describe the learning results in a variety of ways
In Taylor mode, although testing is also an important way to obtain information about students' learning results, it is not the only way. In addition to testing, questionnaires, observation, work analysis, etc. Both can be used to describe students' achievements and students' realization of educational goals.
Second, CIPP mode.
CIPP model was put forward by American scholar L.D.Stufflebeam in 1966, which mainly has the following three characteristics.
(a) Evaluation is decision-oriented.
CIPP mode emphasizes that evaluation should provide valuable information for different levels of decision-making. CIPP here refers to context, input, process and product respectively. Among them, background evaluation serves to form decisions, input evaluation serves to organize decisions, process evaluation serves to implement decisions, and result evaluation serves to maintain, terminate or revise decisions.
(2) Pay attention to the whole process of decision-making.
Under CIPP mode, background evaluation, input evaluation, process evaluation and result evaluation constitute the whole process evaluation of decision-making. Background assessment mainly focuses on the background of decision-making, as well as the problems and goals that decision-makers care about; Input evaluation mainly focuses on various options to achieve the predetermined goals; Process evaluation mainly focuses on the implementation process of the scheme and the problems encountered; The result evaluation needs to compare the decision result with the expected goal.
(c) The implementation of evaluation is controlled by decision makers.
In CIPP mode, the implementation of evaluation is controlled by decision makers. Decision-makers have the right to decide the content of evaluation and even choose evaluation methods, while evaluators collect information around the needs of decision-makers and report the results, and the importance of information is also determined by decision-makers.
Third, the coping style.
The response model was put forward by R.E.Stake in 1974, and it is also a model for evaluating educational projects. The response mode mainly has the following two characteristics.
(a) Take into account the goals and feelings of all personnel.
Different from the previous two models, which compare various schemes around specific goals ("work goals" or "education goals"), the response model only pays attention to one scheme, taking into account the goals and feelings of all aspects of personnel, and comprehensively examines the advantages and disadvantages of the evaluated scheme and its influence on all aspects of personnel. Therefore, in the response mode, the evaluator does not need to determine the target in advance, but should fully understand the questions raised by relevant personnel and answer them by collecting relevant information.
(B) the use of a variety of methods to obtain comprehensive information
Generally, the response mode uses qualitative methods such as "observation" and "reaction" to obtain the information of the evaluated scheme. The so-called "observation" means that the evaluator goes deep into the evaluated activity, makes a detailed investigation of the activity and records the problems in the activity in detail. The so-called "response" means that the evaluator uses various methods to collect the opinions of people who hold different views on the evaluation object, collect the opinions of the evaluated, invite authoritative people to express their opinions on the importance of the problem, and invite the evaluation listeners to express their opinions on the preliminary results of the evaluation.
In response mode, in order to make the evaluation results not limited by a single method, evaluators usually use "triangle research method" to ensure the reliability of observation. Therefore, as long as it helps to explain the quality of the scheme, quantitative methods such as testing can also be used to provide evidence from all sides and judgments of relevant personnel, so that people who read the report can fully understand the value of the scheme.
Fourthly, the application of three evaluation models.
Taylor model is the first systematic model in the development of educational evaluation. Taylor model has become the basic model of educational evaluation since it was put forward, which has played a positive role in promoting educational evaluation worldwide. In China, Bloom's classification of educational objectives had a far-reaching impact on teaching and examination propositions. However, there are some misunderstandings when Chinese teachers use Taylor model in educational evaluation: First, they pay too much attention to the goals in the cognitive field ("knowledge and skills goals"), while ignoring the goals in the emotional field ("emotional attitude and values goals") and the goals in the psychomotor field ("process and method goals"); Second, in the evaluation method, it relies too much on objective paper-and-pencil tests and rarely uses descriptive evaluation methods such as observation, investigation and job analysis; Thirdly, in terms of evaluation and implementation, teachers' expression of educational goals is too abstract, and they rarely use behavioral terms to describe educational goals, so it is difficult to achieve effective implementation and objective evaluation.
Taylor model is mainly used to evaluate teaching plans in stages or summatively. The implementation process is as follows: first, determine the educational objectives and describe them in measurable behavioral terms. Secondly, two teaching schemes that need to be compared are determined and applied to two groups of students with the same conditions. Thirdly, according to the educational goal, choose the appropriate evaluation method and design the corresponding evaluation tools. Fourthly, describe the learning results of students under the two teaching schemes. Finally, the advantages and disadvantages of the two schemes are determined by comparison.
CIPP model is mainly used to evaluate the process of specific educational decision-making, and plays a role in providing suggestions for decision makers. Common educational decision-making activities mainly include selecting teaching plans, selecting teaching resources, purchasing teaching equipment and making school plans. In essence, CIPP mode is also goal-oriented. But the goal of this model is the work goal of decision makers, not the educational goal of Taylor model.
The response model is mainly used to evaluate the programs being implemented or completed, such as curriculum plan, textbook compilation plan, teaching plan, school-running plan, etc. In addition, the response model can also be used for various appraisal, such as the appraisal of teachers, schools and various teaching resources (textbooks, books, teaching AIDS, etc.). ). In order to respond to the report mode, a certain format should be followed, and the text is attractive and easy for all personnel to understand.
It should be noted that each model is formed and developed under specific conditions and has a certain scope of application. No one model is suitable for all conditions. In practice, according to different evaluation situations, various models contain more different sub-models. An important task of educational evaluation research is to systematically collect, sort out and analyze these descriptive models, so as to provide effective support for promoting educational evaluation practice.