Traditional and Emerging Definitions of Educational Evaluation

Abstract

Reviews of evaluation literature reveal considerable variance in the conceptual frame works and procedures utilized by evaluators. This disparity can be traced to the lack of a unified undergirding theory of evaluatton. Traditional and emerging definitions of educational evaluation are reviewed followed by presentation of a value-oriented conceptualization of evaluation which synthesizes the ideas of many contemporary evaluation researchers with the earlier notions of educator John Dewey. This concep tualization is offered as an initial attempt to elucidate an adequate underlying theoretical basis for evaluative inquiry. A discussion of the advantages and implications of this value-oriented perspective is presented.