What are the eight methods of teaching evaluation?

The objective evaluation model is formed on the basis of Taylor's "evaluation principle" and "curriculum principle". The "evaluation principle" can be summarized as seven steps: (1) determine the objectives of the education plan; Explain each goal according to behavior and content; Determine the use of the target; Design the way to present the situation; Design the way of recording.

Determine the scoring unit used in the evaluation; Design method of representative samples. Taylor's evaluation principle is based on the goal center, which is mainly put forward to overcome the shortcomings of norm reference test, which was formed and popular in the early 20 th century.

Taylor's "curriculum principle" can be summarized into four steps: determining the curriculum objectives, selecting the curriculum content according to the objectives, organizing the curriculum content according to the objectives, and evaluating the curriculum according to the objectives. Among them, determining the goal is the most critical step, because all other steps are carried out around the goal. That's why people call it goal mode.

In Taylor's view, in order to study the curriculum plan systematically and rationally, we must first determine the goals to be achieved. Unless the evaluation method conforms to the course objectives, the evaluation results are invalid. It can be seen that the essence of evaluation is to determine the consistency between the expected curriculum objectives and the actual results.

The goal evaluation model emphasizes that the goal should be stated in a clear and concrete way of behavior. Evaluation is to find out the gap between the actual results and the course objectives, and this kind of information feedback can be used as the basis for revising the course plan or modifying the course objectives.

Because of its simple operation and remarkable effect, this model has long occupied a dominant position in the curriculum field. However, because we only pay attention to the expected goal and ignore other factors, it has led to many people's criticism.

(B) the objective and free evaluation model

Aiming at the deficiency of the target evaluation model, Screvane proposed the target-free evaluation. In his view, the evaluator should pay attention to the actual effect of the curriculum plan, not its expected effect, that is, the initial goal. In his view, the target evaluation model only considers its effect, ignoring unexpected effects (or "side effects" and "secondary effects").

Screvane advocates the evaluation method of separation of purpose, that is, the focus of evaluation is shifted from "expected result of curriculum plan" to "actual result of curriculum plan". Evaluators should not be influenced by the expected course objectives. Although these goals may be useful in writing courses, they are not suitable as evaluation criteria.

Because the evaluator should collect all kinds of information about the actual results of the curriculum plan, whether these results are expected or unexpected, and whether these results are positive or negative. Only in this way can we make an accurate judgment on the course plan.

However, the evaluation of purpose deviation has also been criticized by many people. The main problem is that if we look for various practical effects in the evaluation without objectivity, the results are likely to be ignored and deviate from the main purpose of the evaluation.

In addition, there is no evaluation with completely "free" purpose, because the evaluator always has certain evaluation preparation, which deviates from the purpose of the curriculum planner, and the evaluator is likely to replace it with his own purpose. Strictly speaking, objective dissociation evaluation is not a perfect model, because it does not have a complete evaluation procedure, so some people regard it as an evaluation principle.

? (C) CIPP evaluation model

CIPP is an abbreviation consisting of the initials of four evaluation names: context evaluation, input evaluation, process evaluation and product evaluation.

Stufflebeam believes that evaluation should not be limited to the degree of evaluation objectives, but should be a process of providing useful information for curriculum decision-making, so he emphasizes the importance of providing evaluation materials for curriculum decision-making. CIPP mode includes four steps of collecting materials:

Background assessment, that is, to determine the background of the institution implementing the curriculum plan, maze assess the objects and their needs, identify the opportunities to meet the needs, diagnose the basic problems of the needs, and judge whether the objectives have reflected these needs.

Input evaluation is mainly to help decision makers choose the best means to achieve their goals and evaluate various alternative curriculum schemes.

Process evaluation is mainly to determine or predict the problems existing in the course plan itself or in the implementation process through the description of the actual process, and it is necessary to constantly check the implementation of the plan.

Performance evaluation refers to the measurement, interpretation and judgment of the performance of the curriculum plan. It should collect all kinds of descriptions and judgments related to the results, connect them with the information of objectives, backgrounds, inputs and processes, and explain their values and advantages.

The CIPP evaluation model takes into account all kinds of factors affecting the curriculum plan, which can make up for the shortcomings of other evaluation models and is more comprehensive. However, due to its complicated operation process, it is difficult for ordinary people to master it.

(D) Appearance evaluation model

The appearance evaluation model was put forward by Stark. In his view, the evaluation should collect materials about the course from three aspects: preconditions, interaction and results. The prerequisite is to teach all kinds of conditions that exist before school and may have a causal relationship with the results; Interaction refers to the teaching process, mainly refers to the relationship between teachers and students and between students.

The result refers to the effect of implementing the curriculum plan. These three aspects of materials need to be evaluated from two dimensions-description and criticism. The description materials include the expected content of the course plan and the actual observed situation; Evaluation also includes evaluation based on established standards and evaluation based on actual conditions.

According to the appearance evaluation model, in the whole course implementation process, we should observe the course evaluation activities and provide mobile phone information. It is not limited to checking the teaching results, but focuses on describing and judging various dynamic phenomena in the teaching process. Because it takes the materials before and after the implementation of the course as the reference coefficient, it is more thoughtful than the previous evaluation model.

However, it is based on personal observation and descriptive judgment, and it is likely to penetrate personal subjective factors. In addition, the boundary between preconditions, interaction and outcome factors is not absolute, and interaction or teaching process itself will have many causes and effects.

? (E) Gap assessment model

The difference evaluation model was put forward by Provos. He pointed out that some evaluation models only pay attention to the comparison between several curriculum plans, but not to the components contained in the plans themselves. In fact, some schools that claim to be implementing a certain curriculum plan are not operating according to the curriculum plan, so the comparison between such plans is meaningless.

The gap model aims to reveal the gap between the actual expressions of the planning standard language, which can be used as the basis for improving the curriculum plan. The gap evaluation model pays attention to the gap between the standard that the curriculum plan should reach (should be) and the actual performance (reality) in each stage, and pays attention to the reasons for this gap, so as to make a reasonable choice in time, which is incomparable to other evaluation models.

However, between "what should be" and "what is", there will be many problems in value judgment, which are difficult to solve with general evaluation methods.

(6) CSE evaluation model

CSE (Evaluation Research Center) is the abbreviation of Evaluation Center of UCLA. CSE put forward a more pragmatic evaluation model, which has been widely used in the United States. The evaluation model is divided into four stages: demand evaluation, scheme selection, formative evaluation and summative evaluation.

(7) Natural inquiry evaluation model

The evaluation model of naturalistic inquiry is based on phenomenology, hermeneutics, philosophy of everyday language analysis and symbolic interaction.

The natural inquiry evaluation model holds that scientific inquiry method is only one of many ways for human beings to seek knowledge. The best way to evaluate social action is to conduct field research and describe it in the natural background. It does not advocate fixed research methods.

Its main features include: paying attention to the study of natural situations; Quality-oriented research methods; Pay attention to obtaining theory from fact induction; Pay attention to case analysis; Pay attention to tacit or self-evident knowledge; The research design has gradually taken shape.

? (8) Response mode

In the response mode of evaluation, Stake puts forward 12 steps (exactly, it should be 12 aspects of evaluation) in the process of evaluation.

These steps are:

1, determine the evaluation scope. The scope of the evaluation scheme shall be determined by the appraisers and the parties through consultation.

2. Understand the evaluation activities. Evaluators should take a comprehensive view of the whole evaluation activity and its main characteristics.

3, determine the evaluation purpose and focus. Evaluators should make clear the purpose of evaluation and the concerns of participants at different levels, so as to determine the focus of evaluation.

4. Form issues and problems. Evaluators should analyze various viewpoints, questions and demands, and comprehensively list the problems to be studied.

5. Determine the required information. Select materials according to the problem to be studied.

6. Selection of observers, judges and evaluation tools.

7. Abide by the prescribed preconditions, process factors and result factors. At the same time, appraisers should collect all kinds of information and make judgments.

8. Summarize the theory and prepare descriptive materials or case analysis of the scheme.

9. Check its effectiveness. Confirm or deny some evidence through different tests, and let different people test and judge.

10, screening combinations. Organize all kinds of information for the evaluation audience, collect the responses of different groups, and take care of the needs of different groups.

1 1. Prepare the official report. Collect information and prepare reports according to the needs of all parties.

12. Talk with all parties involved in the program, evaluators and program implementers. Through conversation and communication, we can understand and stimulate the interests of all kinds of people and form the best evaluation.