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There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavouring to facilitate.


STANDARDS FOR EDUCATIONAL EVALUATION

The Joint Committee On Standards For Educational Evaluation published three sets of standards for educational evaluations. ''The Personnel Evaluation Standards'' was published in 1988, ''The Program Evaluation Standards'' (2nd edition) was published in 1994, and ''The Student Evaluations Standards'' was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote evaluations that are proper, useful, feasible, and accurate.


The Personnel Evaluation Standards

  • The propriety standards require that evaluations be conducted legally, ethically, and with due regard for the welfare of evaluatees and clients involved in.

  • The utility standards are intended to guide evaluations so that they will be informative, timely, and influential.

  • The feasibility standards call for evaluation systems that are as easy to implement as possible, efficient in their use of time and resources, adequately funded, and viable from a number of other standpoints.

  • The accuracy standards require that the obtained information be technically accurate and that conclusions be linked logically to the data.



The Program Evaluation Standards

  • The utility standards are intended to ensure that an evaluation will serve the information needs of intended users.

  • The feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal.

  • The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results.

  • The accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program being evaluated.



The Student Evaluation Standards

  • The Propriety standards help ensure that student evaluations are conducted lawfully, ethically, and with regard to the rights of students and other persons affected by student evaluation.

  • The Utility standards promote the design and implementation of informative, timely, and useful student evaluations.

  • The Feasibility standards help ensure that student evaluations are practical; viable; cost-effective; and culturally, socially, and politically appropriate.

  • The Accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.



SEE ALSO



NOTES AND REFERENCES