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The Treatment of Measurement Issues in the Revised "Program Evaluation Standards"
W. Todd Rogers
The Journal of Experimental Education
Vol. 63, No. 1, The New Ansi-Approved Standards for Program Evaluation: Comments from Diverse Perspectives (Fall, 1994), pp. 13-28
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20152433
Page Count: 16
You can always find the topics here!Topics: Educational evaluation, Psychological assessment, Personnel evaluation, Information standards, Educational research, Construct validity, Psychometrics, Educational standards, Psychological research, Empirical evidence
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A comparison of the current status of measurement with that in 1981 when the predecessor of the "Program Evaluation Standards" was published reveals a number of changes, the most fundamental of which is the way in which we look at validity. The evolution of the changes made to validity is briefly traced beginning with Guilford (1946) and ending with the writings of Cronbach (1989), Messick (1989a), Kane (1992), and Shepard (1993). Pragmatic and continuous in nature, the validity inquiry process outlined in the "Standards" calls for the types of data and information identified by Cronbach (1971, 1989) and Messick (1989a). But, like Shepard (1993) and, to some degree, Kane (1992), the process is clearly focused in terms of the evaluation questions to be addressed. This close fit between what is called for in the "Standards" and what appears in the current literature is not surprising given the influence of this literature. Further, that the validity inquiry is clearly focused in terms of the evaluation question(s) is explained by the service orientation that an evaluation ought to have.
The Journal of Experimental Education © 1994 Taylor & Francis, Ltd.