Evaluators are typically obliged to, provide both formative reports to assist program personnel for purposes of program improvement and summative reports to funding agencles for purposes of accountability. The discrepancy between these two tasks frequently nudge working relationships with program personnel into adversarial relationships. Caught between the conflicting information needs and tasks of two immediate clients (program personnel and sponsors), evaluators may encounter internal political difficulties which spawn problems of accuracy in program representation and validity of findings This paper will note the formative-summative, assistance-accountability tension both generally as a common professional dilemma and specifically as a p...
Assessment innovations require explicitly challenging teachers’ assessment conceptions. In changing ...
Wholey first defines "performance measurement " and then explains how it can serve both fo...
In ‘‘The Case for Participatory Evaluation in an Era of Accountability’ ’ (this issue), Jill Chouina...
The concept of accountability, or fixing responsibility for outcomes in education, is not new. As fa...
The purpose of this study was to determine if there is a relationship between the functions of Forma...
Two general instructional purposes for assessment are discussed in the literature. Assessment data a...
Accountability is perhaps the most significant issue facing educators today. How can school professi...
This study analyzed the required inclusion of school test scores in the yearly evaluation of school ...
Teacher evaluation is a serious responsibility, say these writers, who offer some guidelines to foll...
Establishing evaluation objectives requires formal, frequent, and extensive interaction among progra...
There exist relatively little emphasis on assessment in the preparation and professional development...
The argiments for evaluation as a se.rvice versus evaluation as an accountability function are debat...
Educational accountability is treated as a philosophy and as a means of introducing system into an e...
This paper suggests ways in which the tension between the summative and formative functions of asses...
J. Vella, P. Berardinelli, and J. Burrow (1998) described the "accountability process " of...
Assessment innovations require explicitly challenging teachers’ assessment conceptions. In changing ...
Wholey first defines "performance measurement " and then explains how it can serve both fo...
In ‘‘The Case for Participatory Evaluation in an Era of Accountability’ ’ (this issue), Jill Chouina...
The concept of accountability, or fixing responsibility for outcomes in education, is not new. As fa...
The purpose of this study was to determine if there is a relationship between the functions of Forma...
Two general instructional purposes for assessment are discussed in the literature. Assessment data a...
Accountability is perhaps the most significant issue facing educators today. How can school professi...
This study analyzed the required inclusion of school test scores in the yearly evaluation of school ...
Teacher evaluation is a serious responsibility, say these writers, who offer some guidelines to foll...
Establishing evaluation objectives requires formal, frequent, and extensive interaction among progra...
There exist relatively little emphasis on assessment in the preparation and professional development...
The argiments for evaluation as a se.rvice versus evaluation as an accountability function are debat...
Educational accountability is treated as a philosophy and as a means of introducing system into an e...
This paper suggests ways in which the tension between the summative and formative functions of asses...
J. Vella, P. Berardinelli, and J. Burrow (1998) described the "accountability process " of...
Assessment innovations require explicitly challenging teachers’ assessment conceptions. In changing ...
Wholey first defines "performance measurement " and then explains how it can serve both fo...
In ‘‘The Case for Participatory Evaluation in an Era of Accountability’ ’ (this issue), Jill Chouina...