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Evaluation approaches are conceptually distinct ways of thinking about, designing, and conducting evaluation efforts. Many of the evaluation approaches in use today make unique contributions to solving important problems, while others refine existing approaches in some way. Classification systems intended to sort out unique approaches from variations on a theme are presented here to help identify some basic schools of thought for conducting an evaluation. After these approaches are identified, they are summarized in terms of a few important attributes. Since the mid-1960s, the number of alternative approaches to conducting evaluation efforts has increased dramatically. Factors such as the United States Elementary and Secondary Education Act of 1965 that required educators to evaluate their efforts and results, and the growing public concern for accountability of human service programs contributed to this growth. In addition, over this period of time there has been an international movement towards encouraging evidence based practice in all professions and in all sectors. Evidence Based Practice (EBP) requires evaluations to deliver the information needed to determine what is the best way of achieving results. ==Classification of approaches== Two classifications of evaluation approaches by House and Stufflebeam & Webster were combined by Frisbie into a manageable number of approaches in terms of their unique and important underlying principles. The general structures of these classification systems are discussed first. The structures then are combined to present a more detailed classification of fifteen evaluation approaches. House considers all major evaluation approaches to be based on a common ideology, liberal democracy. Important principles of this ideology include freedom of choice, the uniqueness of the individual, and empirical inquiry grounded in objectivity. He also contends they all are based on subjectivist ethics, in which ethical conduct is based on the subjective or intuitive experience of an individual or group. One form of subjectivist ethics is utilitarian, in which “the good” is determined by what maximizes some single, explicit interpretation of happiness for society as a whole. Another form of subjectivist ethics is intuitionist / pluralist, in which no single interpretation of “the good” is assumed and these interpretations need not be explicitly stated nor justified. These ethical positions have corresponding epistemologies—philosophies of obtaining knowledge. The objectivist epistemology is associated with the utilitarian ethic. In general, it is used to acquire knowledge capable of external verification (intersubjective agreement) through publicly inspectable methods and data. The subjectivist epistemology is associated with the intuitionist/pluralist ethic. It is used to acquire new knowledge based on existing personal knowledge and experiences that are (explicit) or are not (tacit) available for public inspection. House further divides each epistemological approach by two main political perspectives. Approaches can take an elite perspective, focusing on the interests of managers and professionals. They also can take a mass perspective, focusing on consumers and participatory approaches. Stufflebeam and Webster place approaches into one of three groups according to their orientation toward the role of values, an ethical consideration. The political orientation promotes a positive or negative view of an object regardless of what its value might actually be. They call this pseudo-evaluation. The questions orientation includes approaches that might or might not provide answers specifically related to the value of an object. They call this quasi-evaluation. The values orientation includes approaches primarily intended to determine the value of some object. They call this true evaluation. Table 1 is used to classify fifteen evaluation approaches in terms of epistemology, major perspective (from House), and orientation (from Stufflebeam & Webster). When considered simultaneously, these three dimensions produce twelve cells. Only seven of the cells contain approaches, although all four true evaluation cells contain at least one approach. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Evaluation approaches」の詳細全文を読む スポンサード リンク
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