Illuminative evaluation

Abstract

This paper traces the origins of the notion of illuminative evaluation as an alternative approach to examining the effectiveness of educational institutions and innovations in contrast to the positivist paradigm traditionally favoured by psychologists. The key elements of an illuminative approach are identified and incorporated into a recently constructed model which is illustrated by reference to an ongoing school-focused project. It is suggested that such an approach has a great deal to offer to systems-oriented educational psychologists and those involved in work of a consultancy nature.