Evaluation Models

1. Scriven's judgment-oriented model / goal-free evaluation model

- Refers to a method of evaluating actual effects by including the intended goals plus side effects, in order to overcome the Tyler model's weakness of being unable to verify latent outcomes.
- When developing an educational program, it considers both extrinsic and intrinsic criteria
1) Intrinsic criteria: standards inherent in the object to be judged — reliability, objectivity, construction and design of the assessment tool, etc.; corresponds to the function of the Tyler model
2) Extrinsic criteria: focusing on expanding interest to the effect of the evaluation itself, the changes caused by the evaluation, side effects and adverse effects, and alternatives to side effects; grasps evaluation like a latent curriculum
- Judges by distinguishing formative and summative evaluation
3) Formative evaluation: conducted during instruction, evaluated directly by the teacher
4) Summative evaluation: evaluated after instruction by an outside expert; corresponds to existing goal-oriented evaluation
- Distinguishes goal-oriented evaluation from goal-free evaluation
5) Goal-oriented evaluation: evaluates a program's effect or value based on its goals
6) Goal-free evaluation: considers evaluation of unexpected outcomes as well as intended ones
- Strengths/weaknesses
7) Strengths: judges even the value of education's latent outcomes, so judgment of educational effect is made; deciding on what basis to render judgment is the most important requirement for securing evaluation validity; values professional evaluation that holistically judges educational outcomes, and the evaluator's role is to render judgment on the value of educational phenomena or objects.
8) Weaknesses: creates methodological problems (because of differences in the weight of each criterion); there's no way to evaluate the validity of the judgment (securing objectivity is hard)

2. Decision-making model / CIPP

- Defines educational evaluation as providing useful information to decision-makers related to education -> its function lies in providing appropriate information and facilitating decision-making.
1) Context evaluation: a stage that clarifies what the problem is in the educational situation and what needs to be met, helping to identify specific and general goals
2) Input evaluation: evaluation to structure decision-making, a stage that examines problems that could arise in light of the resources, time, and budget used in evaluation
3) Process evaluation: evaluation that gathers information needed to revise and supplement the program's operating methods and procedures during implementation, examining the program's operating situation
4) Product evaluation: evaluation that measures the program's effect after the program ends