Measurement and Evaluation

by McNamara, James F.; Erlandson, David A.; McNamara, Maryanne

• ISBN13: 9781883001780
• ISBN10: 1883001781
• Format: Hardcover
• Copyright: 1999-08-01
• Publisher: Eye on Education

Summary

Written in a conversational style for principals who are not statisticians, this book will help you use measurement and evaluation to propel your school towards educational excellence.

Table of Contents

FOREWORD	iii	(2)
ABOUT THE AUTHORS	v	(1)
ACKNOWLEDGMENTS	vi	(5)
PREFACE	xi
1 INTRODUCTION AND OVERVIEW	1	(4)
Part I: Evaluation	1	(1)
Part II: Measurement	2	(1)
Part III: Applications	3	(1)
Summary	4	(1)
PART I: EVALUATION	5	(78)
2 WHAT EVERY PRINCIPAL SHOULD KNOW ABOUT EVALUATION	7	(26)
What Is Evaluation?	7	(1)
The Purpose of Evaluation	8	(2)
Levels of Evaluation	10	(1)
The Program Evaluation Standards	11	(6)
Utility Standards	13	(1)
Feasibility Standards	14	(1)
Propriety Standards	14	(2)
Accuracy Standards	16	(1)
Case Study: The Tangerine Evaluation	17	(11)
The Evaluation	17	(3)
The Metaevaluation	20	(1)
Utility Standards	20	(2)
Feasibility Standards	22	(1)
Propriety Standards	23	(2)
Accuracy Standards	25	(3)
Laying a Foundation for Effective Evaluation	28	(1)
Summary	29	(1)
Action Follow-up	30	(3)
3 COLLECTING AND USING INFORMATION	33	(14)
An Exercise in Collecting Information	34	(11)
A Rare Opportunity	34	(1)
A Review of Your Information Collection Plans	35	(3)
Scheduling Information Collection	38	(1)
A Review of Your Information-Collection Schedule	39	(2)
A Change in Schedule	41	(1)
Reviewing Your One-Day Schedule	42	(1)
Learning from the Information-Collection Exercise	43	(2)
Summary	45	(1)
Action Follow-up	46	(1)
4 STRUCTURING AND SCHEDULING PROGRAM EVALUATION	47	(36)
Determining a Focus for Program Evaluation	48	(1)
Some Alternative Approaches to Program Evaluation	49	(9)
Objectives-Oriented Approach	50	(1)
Management-Oriented Approach	51	(2)
Consumer-Oriented Approach	53	(1)
Expertise-Oriented Approach	54	(1)
Adversary-Oriented Approach	55	(1)
Naturalistic and Participant-Oriented Approach	56	(2)
Building a Plan for Program Evaluation	58	(4)
What Should Be Evaluated?	58	(2)
How Should It Be Evaluated?	60	(1)
What Will Be Done with the Results of the Evaluation?	61	(1)
Collecting and Analyzing Information for a Comprehensive Program Evaluation	62	(9)
Types of Tests Used by Schools	64	(2)
School Testing Schedules	66	(5)
Broadening the Scope of Program Evaluation	71	(3)
Applying the CIPP Model	72	(2)
Other Approaches	74	(1)
Integrating a Faculty Evaluation Plan	74	(5)
Recruitment and Selection	75	(2)
Initial Professional Development Plan	77	(1)
Formative Evaluation	77	(1)
Summative Evaluation and Renewal of the Professional Development Plan	77	(2)
Some Final Thoughts About Program Evaluation	79	(1)
Action Follow-up	80	(3)
PART II: MEASUREMENT	83	(56)
5 WHAT EVERY PRINCIPAL SHOULD KNOW ABOUT MEASUREMENT	85	(54)
Measurement Concepts	86	(4)
Uses of Educational Measures	90	(14)
Constructing New Measures	104	(12)
Classifying Measurement Instruments	116	(5)
Interviews and Direct Observation	121	(6)
Questionnaire Design and Use	127	(7)
Administrative Decision Making	134	(3)
Summary	137	(1)
Action Follow-up	138	(1)
PART III: APPLICATIONS	139	(44)
6 COLLABORATIVE PROBLEM SOLVING	141	(26)
The School Psychologist	143	(3)
Where Do School Psychologists Work?	144	(1)
What Do School Psychologist Do?	144	(2)
Are School Psychologists Interested in Collaboration?	146	(1)
Principals and School Psychologists	146	(14)
Illustration One: Linking School Psychologists with Teachers	147	(2)
Illustration Two: Reducing Violence on the School Campus	149	(1)
Illustration Three: Constructing Portfolios to Assess Student Learning	150	(3)
Illustration Four: Evaluating an Inclusion Policy at the Campus Level	153	(4)
Illustration Five: Providing Research and Evaluation Assistance to School Principals	157	(3)
Successful Collaboration	160	(3)
Myths of Collaboration	161	(1)
Guidelines for Success	162	(1)
Summary	163	(1)
Implications	164	(1)
Action Follow-up	165	(2)
7 MEASUREMENT AND EVALUATION ON THE JOB	167	(16)
Functional Domains	168	(6)
Domain One: Leadership	168	(1)
Domain Two: Information Collection	169	(1)
Domain Three: Problem Analysis	169	(1)
Domain Four: Judgment	170	(1)
Domain Five: Organizational Oversight	171	(1)
Domain Six: Implementation	172	(1)
Domain Seven: Delegation	173	(1)
Programmatic Domains	174	(7)
Domain Eight: Instruction and Learning Environment	175	(2)
Domain Nine: Curriculum Design	177	(1)
Domain Ten: Student Guidance and Development	177	(1)
Domain Eleven: Staff Development	178	(1)
Domain Thirteen: Resource Allocation	179	(2)
Summary	181	(2)
APPENDIX: SELF-APPRAISAL SYSTEM FOR MEASUREMENT	183	(6)
REFERENCES	189