Development of evaluation centers and training of evaluators

Abstract

Evaluation practice, as a formal activity, has been and is still characterized by three key elements: (i) the supremacy of a way of reasoning based on criteria and standards, (ii) the promotion of the use of tests and other quantitative techniques and (iii) the idea of quality as an intrinsic attribute of programs. Training in evaluation has followed the same line and it has mainly focused on models and methodological approaches. As Stake points out, many problems arise with such a perspective when identifying the effectiveness of an educational system. Another (often devalued) kind of analytical thinking is also needed: that of episodic thinking, which emphasizes (i) that program should be properly contextualized and (ii) that program quality depends greatly on who experiences it. Both kinds of thinking are required. They must be combined as if they were two sides of the same coin. Therefore, "binocular vision" is the best option (commitment) for evaluation.