Difference between revisions of "Research Evaluation"
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| − | Within the broad field of education, Cohen, Manion and Morrison [15], Mac-donald [36] Mertens [40], Norris [41], Nunan [42], Smith and Glass [53], and Stenhouse [56] among others have explored the relationship between research and evaluation. | + | Within the broad field of education, Cohen, Manion and Morrison [15], Mac-donald [36] Mertens [40], Norris [41], Nunan [42], Smith and Glass [53], and Stenhouse [56] among others have explored the relationship between '''research''' and '''evaluation'''. Nunan [42] affirms that “''any investigation which contains questions, data, and interpretations of the data qualifies as research”''; in other words he stresses the view that evaluation is the application of research methods with the objective of validating a hypothesis or process. Gronlund [24] states that “evaluation may be defined as a systematic process of determining the extent to which instructional objectives are achieved”. Rossi et al [48] argue that evaluation can be defined as ''“a systematic, rigorous, and meticulous application of scientific methods to assess the design, implementation, improvement, or outcomes of a program”''. |
| − | Nunan [42] affirms that | + | |
Evaluation is a systemic documentation and determination of a subject’s value, worth, significance, and performance according to a pre-defined set of standards. Evaluation processes are often used in a wide range of fields in everyday and aca-demic life, including educational settings. Two factors are important in research evaluation design: | Evaluation is a systemic documentation and determination of a subject’s value, worth, significance, and performance according to a pre-defined set of standards. Evaluation processes are often used in a wide range of fields in everyday and aca-demic life, including educational settings. Two factors are important in research evaluation design: | ||
| − | + | *To omit casual and uncontrolled observation | |
| − | + | *To properly define research objectives | |
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| + | Please click here to go back to the [[Learning methodologies specific to language instruction]] page. | ||
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| + | Click here to go back to the [[Main Page|home]]page | ||
Revision as of 00:22, 28 November 2013
Within the broad field of education, Cohen, Manion and Morrison [15], Mac-donald [36] Mertens [40], Norris [41], Nunan [42], Smith and Glass [53], and Stenhouse [56] among others have explored the relationship between research and evaluation. Nunan [42] affirms that “any investigation which contains questions, data, and interpretations of the data qualifies as research”; in other words he stresses the view that evaluation is the application of research methods with the objective of validating a hypothesis or process. Gronlund [24] states that “evaluation may be defined as a systematic process of determining the extent to which instructional objectives are achieved”. Rossi et al [48] argue that evaluation can be defined as “a systematic, rigorous, and meticulous application of scientific methods to assess the design, implementation, improvement, or outcomes of a program”.
Evaluation is a systemic documentation and determination of a subject’s value, worth, significance, and performance according to a pre-defined set of standards. Evaluation processes are often used in a wide range of fields in everyday and aca-demic life, including educational settings. Two factors are important in research evaluation design:
- To omit casual and uncontrolled observation
- To properly define research objectives
Please click here to go back to the Learning methodologies specific to language instruction page.
Click here to go back to the homepage
