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Historical Review of Changing Concepts of Evaluation


by Jack C. Merwin 1969

The 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.


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This article originally appeared as NSSE Yearbook Vol 68, No. 2.


Cite This Article as: Teachers College Record Volume 70 Number 10, 1969, p. 6-25
http://www.tcrecord.org ID Number: 19614, Date Accessed: 10/23/2017 1:14:30 PM

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About the Author
  • 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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