The experiment in research on evaluation of instruction [electronic resource] / M. C. Wittrock.
Evaluation of contingencies between instructional variables and their multiple effects provides an important instrument for securing knowledge about the process of evaluation. Before knowledge about instruction can be developed, it is necessary to develop knowledge about the evaluation of instructio...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1966.
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| Summary: | Evaluation of contingencies between instructional variables and their multiple effects provides an important instrument for securing knowledge about the process of evaluation. Before knowledge about instruction can be developed, it is necessary to develop knowledge about the evaluation of instruction. Instructional evaluation can be improved if three problem areas are observed--(1) evaluation should be made of instructional variables, not complex instructional treatments, (2) evaluation should be made of interactions between instruction and contexts, not only primary effects, and (3) evaluation should be made of the effects of instruction, not the effectiveness of instruction. After considering these factors, the evaluation researcher can introduce, for example, two different mathematics curriculums into several schools at random. Analysis can then be made between the independent variables (instructional and contextual) and the dependent variables (the effects of instruction). This permits assessment of instructional effectiveness as well as identification of some of the instructional and contextual variables differing across treatments. (gb) |
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| Item Description: | ERIC Document Number: ED012107. |
| Physical Description: | 14 p. |