Evaluator Credibility and Acceptance as a Function of Report Style: Do Jargon and Data Make a Difference?

Autor/inn/en	Brown, Robert D.; und weitere
Titel	Evaluator Credibility and Acceptance as a Function of Report Style: Do Jargon and Data Make a Difference?
Quelle	(1977), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiences; Communication (Thought Transfer); Credibility; Decision Making; Educational Researchers; Evaluation; Evaluators; Information Utilization; Policy Formation; Receptive Language; Reports; Rhetoric; Writing (Composition) + Suchen Sie Ihr Suchwort? Spectator; Zuschauer; Communication; thought; Kommunikation; Gedanke; Glaubwürdigkeit; Decision-making; Entscheidungsfindung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Evaluierung; Informationsnutzung; Politische Betätigung; Rezeptive Kommunikationsfähigkeit; Abschlussbericht; Berichten; Rhetorik; Schreibübung
Abstract	The impact of professional jargon and data-based statements in evaluation reports on audience responses to an evaluation report and an evaluator's recommendations was examined. Subjects read one of four evaluation reports about testing and grading procedures in a school program. The reports varied in the amount of jargon and data used to justify the recommendations. Ninety-five high school teachers and administrators read one of four short reports, each containing one of the following types of statements: (1) Jargon-Loaded, Objective, (2) Jargon-Free, Objective, (3) Jargon-Loaded, Subjective, and (4) Jargon-Free, Subjective. The Jargon-Loaded reports were rated as more technical than the Jargon-Free reports. The least difficult format was the Jargon-Free Subjective report and the most difficult was the Jargon-Loaded Subjective report. The Subjective reports were rated as more practical and the Jargon-Loaded Subjective reports were rated as less believable than Jargon-Free Objective reports. There were no differences in reactions to the recommendations of the evaluator. The results suggest that the impact of an evaluation report depends upon the style in which it is written. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC