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Historical Review of Changing Concepts of Evaluation by Jack C. Merwin — 1969The title of this chapter implies that there have been changes
in concepts of educational evaluation Over the years. Indeed this is
true. And as one surveys the literature, it becomes obvious that
these changes have evolved primarily through interactions of evaluation
practices with three other aspects of education, in one such
interaction, evaluation practices have affected and been affected
by the acceptance of various lear/ring theories and approaches to
education. A second interaction has been that of evaluation practices with roles accepted for evaluation. The third interaction has
been between evaluation practices and technical developments in
measurement and evaluation itself.
Within this framework of interactions and development, concepts
of evaluation have changed on and relating to such issues as
(a) who (or what) should be evaluated, (b) who should evaluate,
(c) how evaluations should be conducted, and, (d) how evaluation
can best be integrated into the educational process.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 68, No. 2. |
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- Jack Merwin
University of Minnesota
E-mail Author
JACK C. MERWIN is a professor of education at the University of Minnesota.
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