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    Weiss' and Scriven's Curriculum Evaluation Design-Differing or Complementing

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    roselle portudo
    Michael Scriven developed the goal-free evaluation paradigm in 1972 as a supplement to goal-based evaluation. This paradigm aims to reduce bias by withholding program goals and objectives from evaluators. Carol Weiss views evaluation as both a logical process but also one that occurs within a political environment. She notes that policies and programs are results of political decisions and processes. Evaluation reports also take on political stances even as the programs themselves emerged from political negotiations. Weiss argues evaluations should inform decision making in addition to being classified along autocratic, bureaucratic, and democratic models, though the reality is more complex due to financial and political influences.

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    Weiss' and Scriven's Curriculum Evaluation Design-Differing or Complementing

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    roselle portudo
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    Michael Scriven developed the goal-free evaluation paradigm in 1972 as a supplement to goal-based evaluation. This paradigm aims to reduce bias by withholding program goals and objectives from evaluators. Carol Weiss views evaluation as both a logical process but also one that occurs within a political environment. She notes that policies and programs are results of political decisions and processes. Evaluation reports also take on political stances even as the programs themselves emerged from political negotiations. Weiss argues evaluations should inform decision making in addition to being classified along autocratic, bureaucratic, and democratic models, though the reality is more complex due to financial and political influences.

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    Weiss-and-Scrivens-Curriculum-Evaluation-DesignDiffering-or-Complementing

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    Michael Scriven developed the goal-free evaluation paradigm in 1972 as a supplement to goal-based evaluation. This paradigm aims to reduce bias by withholding program goals and objectives from evaluators. Carol Weiss views evaluation as both a logical process but also one that occurs within a political environment. She notes that policies and programs are results of political decisions and processes. Evaluation reports also take on political stances even as the programs themselves emerged from political negotiations. Weiss argues evaluations should inform decision making in addition to being classified along autocratic, bureaucratic, and democratic models, though the reality is more complex due to financial and political influences.

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    168 views1 page

    Weiss' and Scriven's Curriculum Evaluation Design-Differing or Complementing

    Uploaded by

    roselle portudo
    Michael Scriven developed the goal-free evaluation paradigm in 1972 as a supplement to goal-based evaluation. This paradigm aims to reduce bias by withholding program goals and objectives from evaluators. Carol Weiss views evaluation as both a logical process but also one that occurs within a political environment. She notes that policies and programs are results of political decisions and processes. Evaluation reports also take on political stances even as the programs themselves emerged from political negotiations. Weiss argues evaluations should inform decision making in addition to being classified along autocratic, bureaucratic, and democratic models, though the reality is more complex due to financial and political influences.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 1

    Weiss’ and Scriven’s Curriculum Evaluation Design—Differing or

    Complementing

    Weiss and Scriven Curriculum Design are complemnting. They both improve
    the eduactional system. Michael Scriven developed the goal-free evaluation paradigm
    in 1972. Much money was invested in education at the period for more effective
    management practices in education. Such behavior highlighted the importance of
    reviewing government-funded educational programmes. As a single participant in the
    evaluation of these projects, Scriven recognized that the evaluations were influenced
    by the project's goals, resulting in low evaluation quality. As a result, he developed a
    novel paradigm in program evaluation known as "goal-free evaluation," which is
    defined as "a model in which ocial or stated program goals and objectives are
    withheld or screened from the evaluator." That may result from the project's or
    educational program's goals can be reduced. In other words, the goals of the projects
    or programs have no influence on the evaluators. However, this does not imply that
    the goal-free evaluation should be used instead of the goal-based evaluation. Scriven
    suggests using goal-free evaluation as a supplement to the goal-oriented paradigm.
    Weiss considers assessment research to be a logical enterprise. She does,
    however, emphasize the political restrictions and resistances that exist. According to
    Weiss, appraisal is a logical undertaking that takes place in a political environment.
    Political considerations enter in three ways, and the evaluator who fails to detect them
    is in for a series of surprises and frustrations: To begin, the policies and programs
    with which evaluation is concerned are the result of political decisions. They were
    conceived, defined, debated, enacted, and funded through political processes, and
    their execution is still susceptible to political forces, both supportive and antagonistic.
    Weiss continues, "Evaluation reports join the political sphere and take a political
    stance." Even evaluated programs are political creatures. "The evaluator's programs
    are not neutral, antiseptic, laboratory-type things." They emerged from the muck of
    political support, resistance, and bargaining". However, before delving into her idea,
    it's worth taking a quick look at what other evaluation specialists have to say about the
    role of politics in research. According to Cohen, Manion, and Harrison, appraisal is
    intrinsically political.
    Furthermore, this author has classified evaluation as having three distinct
    characteristics: autocratic, bureaucratic, and democratic. "However, the actuality is
    significantly more hazy than these distinctions suggest." The finance and politics of
    evaluation and research are two major reasons of this blurring". What is going on in
    society has an impact on research. Weiss goes one step further, claiming that
    evaluations should aid in decision making. 

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