Evaluating Guidance--Why, What, and How. [Report No.: ETS-RM-72-10

Autor/in	Katz, Martin R.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Evaluating Guidance--Why, What, and How. [Report No.: ETS-RM-72-10
Quelle	(1972), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Accountability; Career Guidance; Educational Counseling; Evaluation Criteria; Evaluation Methods; Guidance Objectives; Guidance Programs; Program Evaluation; School Counseling; Secondary Education + Suchen Sie Ihr Suchwort? Verantwortung; Berufsorientierung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Programme evaluation; Programmevaluation; School counselling; Pädagogische Beratung; Sekundarbereich
Abstract	The 3 major questions about evaluating guidance are: (1) Why should we evaluate? (2) What are we evaluating? (3) How do we evaluate? School guidance counselors must first define their goals in order to evaluate their performance and results. This is part of the counselor's accountability to himself and to others. And by communicating their objectives, the counselor can influence the evaluation others make of his work. The success of a guidance program is difficult to evaluate because defining and measuring behavior objectives are not adequate for evaluation. One can raise scores on a criterion measure without affecting the actual success of the program being evaluated. Longitudinal evaluation studies are difficult, and few have been conducted. Many variables and a considerable time-lag are involved in identifying wise decisions. And the tendency to generalize from results can be overdone. In real decision-making, students do not simply choose from alternatives; they can often create their own options. We can't define wisdom merely in terms of outcomes. Students make decisions after they have examined competing values and formed their own value systems. Without directing the content of an individual's choice, we can help him in the process of choosing. The major methods of evaluation are really inadequate because they fail to take account of human differences and their interactions with environmental circumstances. But we must, through evaluation, provide students with a model of decision-making behavior. (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01