Toward a Methodology of Naturalistic Inquiry in Educational Evaluation

1979 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
Elliot W. Eisner ◽  
Egon G. Guba
Keyword(s):  
Educational Evaluation ◽  
Naturalistic Inquiry

Thou nature art my goddess’: Naturalistic Inquiry in Educational Evaluation

1981 ◽  
Vol 11 (3) ◽  
pp. 169-189 ◽  
Author(s):  
David Jenkins ◽  
Helen Simons ◽  
Rob Walker
Keyword(s):  
Educational Evaluation ◽  
Naturalistic Inquiry

Naturalistic Evaluation: Potential Conflicts Between Evaluation Standards and Criteria for Conducting Naturalistic Inquiry

1986 ◽  
Vol 8 (1) ◽  
pp. 87-99 ◽  
Author(s):  
David D Williams
Keyword(s):  
Educational Evaluation ◽  
Naturalistic Inquiry ◽  
Potential Conflict ◽  
Evaluation Standards ◽  
Comparison Of Standards ◽  
Practical Implications

Although the use of naturalistic methods in educational evaluation is growing, the practical implications of this practice are unclear. Through a description and comparison of standards for evaluation and criteria for judging naturalistic inquiries, a few potential conflicts are identified. Analysis of the problems evaluators could encounter while using naturalistic methods suggests that compromises in the use of evaluation standards and criteria for naturalistic procedures are usually necessary. However, it is argued that when the evaluation needs warrant the use of naturalistic techniques, cautious flexibility in using the few standards and criteria in potential conflict seems well justified.

Performance appraisal as naturalistic inquiry: a report of the Fourth Cambridge Conference on Educational Evaluation

1986 ◽  
Vol 16 (3) ◽  
pp. 221-233 ◽  
Author(s):  
David Bridges ◽  
John Elliott ◽  
Carol Klass
Keyword(s):  
Performance Appraisal ◽  
Educational Evaluation ◽  
Naturalistic Inquiry

Listening to "problem" students: A neglected voice in educational evaluation

2003 ◽  
Author(s):  
K. Kurlakowsky ◽  
A. Clark
Keyword(s):  
Educational Evaluation

Cognitive Structures and Educational Evaluation

1967 ◽  
Author(s):  
R. W. Skager ◽  
L. A. Broadbent
Keyword(s):  
Educational Evaluation ◽  
Cognitive Structures

Limitações e desafios à formação do pedagogo na área de avaliação educacional

2016 ◽  
pp. 109
Author(s):  
Wagner Bandeira Andriola
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Teacher Performance ◽  
Educational Assessment ◽  
School Management ◽  
Educational Evaluation ◽  
External Evaluation ◽  
Education Curriculum ◽  
The Government ◽  
Detailed Diagnosis

RESUMOO texto proporciona reflexões sobre a formação do Pedagogo, enfatizando as limitações mais visíveis na área da avaliação educacional. A partir da análise de matrizes curriculares de cursos de graduação em Pedagogia, constatou-se que algumas das principais demandas da sociedade atual não têm sido atendidas. Propôs-se que as matrizes curriculares fossem revistas, para permitir o desenvolvimento de cinco competências básicas: a) capacidade de compreender os resultados de avaliações externas realizadas pelos municípios, pelos estados e pela federação; b) capacidade de usar os resultados das avaliações externas para aprimorar a atuação docente; c) capacidade de usar os micro-dados das avaliações externas para obter diagnósticos mais detalhados da situação da escola; d) capacidade de usar os resultados dos diagnósticos mais detalhados para planejar ações de aprimoramento da gestão escolar; e) capacidade de avaliar a execução e adequação das ações de aprimoramento da gestão escolar.Palavras chave: Formação do pedagogo, ensino superior, avaliação educacional.Limitations and challenges in the formation of pedagogue in the area of education assessment.ABSTRACTThe study provides reflections on the formation of the pedagogue, emphasizing the most visible limitations in the field of educational assessment. From the analysis of matrices of education curriculum, it found that some of the main demands of today’s society have not been addressed yet. It proposed the revision of the curricular matrices to allow the development of five skills: a) ability to understand the results of external evaluations conducted by municipalities, regions and the government; b) ability to use the results of external evaluations to improve teacher performance; c) ability to use external evaluation microdata for a more detailed diagnosis of the school situation; d) ability to use results of the most detailed diagnostics for planning actions to improve school management; e) ability to assess the implementation and adaptation of the measures to improve school management.Key words: Teacher training, higher education, educational evaluation.

Educational Evaluation and Intuition

1970 ◽  
Vol 34 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Kenneth R. Conklin
Keyword(s):  
Educational Evaluation
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