A new perspective for evaluating innovative science programs.

Autor/inn/en	Hickey, Daniel T.; Zuiker, Steven J.
Titel	A new perspective for evaluating innovative science programs.
Quelle	In: Science education, 87 (2003) 4, S. 539-563Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Evaluation; Methode; Test; Naturwissenschaften; Soziokulturelle Bedingung
Abstract	This paper outlines a stridently sociocultural perspective on educational program evaluation. This perspective emerged across successive attempts to evaluate science programs in a manner consistent with sociocultural views of knowing and learning, while still yielding conventional evidence of achievement. The perspective is characterized by (1) rigorous use of multiple-choice tests, performance assessments, and interpretive event-based analyses, (2) a dialectical approach to reconciling conflicting conclusions from different types of individual assessments, and between individual and event-oriented assessments, and (3) a pragmatic focus on the differences among various implementations of the innovation, with judicious, targeted use of comparison groups. Innovators facing the tension between contemporary views of knowing and learning and conventional views of accountability should find this perspective particularly useful. It is relevant for a broad range of evaluation contexts, including large-scale externally funded innovations as well as more informal practitioner-initiated studies, and should be useful in many content domains.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2005/3