Michael Scriven
Biographic Data
| ID | 1047618 |
|---|---|
| NAME | Michael Scriven |
| GIVEN NAMES | Michael |
| FAMILY NAME | Scriven |
| SIGNATURE | SCRIVEN M |
| AFFILIATIONS | Claremont Graduate University |
| VERIFIED | No |
| TOTAL WORKS | 52 |
| TOTAL CITATIONS | 103 |
| AUTHOR COUNT | 50 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1954 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 6 |
Roadblocks to Recognition and Revolution
It is argued here that the general view, especially in the social sciences, of the specific status of evaluation is still deeply impregnated with completely absurd misrepresentations. A number of the worst are documented and refuted here, along with some suggestions as to their roots. It is stressed that the consequences of this tangled net of methodological and logical fallacies is not mere scientific confusion but flawed evaluation designs and …
Contemporary Thinking About Causation in Evaluation: A Dialogue With Tom Cook and Michael Scriven
Legitimate knowledge claims about causation have been a central concern among evaluators and applied researchers for several decades and often have been the subject of heated debates. In recent years these debates have resurfaced with a renewed intensity, due in part to the priority currently being given to randomized experiments by many funders of evaluation studies, such as the Institute for Educational Sciences. In this dialogue, which took pl…
A Summative Evaluation of RCT Methodology: & An Alternative Approach to Causal Research
This review focuses on what might be called a reconsideration of the working credentials of the RCT design, and includes some radical new perspectives on these, with relatively brief coverage of the usual suspects.
Evaluation Research
Models and Mechanisms for Evaluating Government-Funded Research: An International Comparison
This research describes, classifies, and comparatively evaluates national models and mechanisms used to evaluate research and allocate research funding in 16 countries. Although these models and mechanisms vary widely in terms of how research is evaluated and financed, nearly all share the common characteristic of relating funding to some measure of past performance. Each of these 16 national models and mechanisms were rated by independent, blind…
A Note on David Fetterman’s Response
Let’s cut to the chase. I claim that the revised version of empowerment evaluation (EE) put forward in this book fails to meet the key minimum standards for formative, summative, or any other defensible purpose of evaluation, namely the standards of validity, credibility, and ethicality (the other reasonable requirements of utility and cost effectiveness require these). These are not my standards; they are the standards of science, scholarship, p…
Group Identities on French and British Television
Group Identities on French and British Television
Advances in audiovisual technology, most notably the advent of the popular usage of digital technology in the last few years, have altered the face of popular television. Thanks to cable, satellite and now digital technology, television broadcasts can reach an international audience. The reaction from cultural critics has been mixed. As the debate concerning the effects of new telecommunications and audiovisual technology continues unabated, this…
Strategies for Managing Evaluation Anxiety: Toward a Psychology of Program Evaluation
Excessive evaluation anxiety (XEA) can be a destructive phenomenon in modern program evaluation. Some of the negative consequences include: Lack of access to important information and data; compliance and cooperation problems; false reporting; effects on bias and validity; and reduced utilization of evaluation findings. If left alone, XEA can lead stakeholders to behave in ways that destroy the credibility of evaluation findings and evaluators. T…
Evaluation: Future tense
Evaluation: Future Tense
An overview of evaluation theories
Local specificity and regional unity under siege: Territorial identity and the television news of Aquitaine
This article addresses the depiction of regional and local identity in terms of France and Europe, in the March 1999 weekday evening news transmissions of FR3 Aquitaine and M6 Bordeaux in Aquitaine, France. It begins with a discussion of current debates surrounding different forms of territorial identity. This is followed by an overview of televisual policy at a national and regional level. The ensuing analysis of the March 1999 programmes demons…
The Fine Line Between Evaluation and Explanation
The author argues that evaluation efforts such as outcome studies can be profitably undertaken in the absence of knowing how or why a program works. This is labeled black box evaluation. In gray box evaluation, one may discern the components of an intervention but not their principles of operation. And in clear box evaluation, the inner workings of an intervention are fully revealed. The professional imperative of the evaluator is to evaluate. To…
Minimalist Theory: The Least Theory That Practice Requires
This paper has two parts. The first provides a general discussion of the nature of theories-and the reasons why some understanding of this abstract subject is of value in the practice of evaluation. The second part looks more closely at the dependence of good practice on a minimalist theory of evaluation, and at what such a theory comprises
Minimalist theory: The least theory that practice requires
Cold War polarization and cultural productivity in the work of Sartre
The Vision Thing: Educational Research and Aera in the 21st Century. Part 1: Competing Visions of What Educational Researchers Should Do
William W. Cooley, N. L. Gage, Michael Scriven, "The Vision Thing": Educational Research and AERA in the 21st Century. Part 1: Competing Visions of What Educational Researchers Should Do, Educational Researcher, Vol. 26, No. 4 (May, 1997), pp. 18-21
The Vision Thing”: Educational Research and Aera in the 21st Century Part 1: Competing Visions of What Educational Researchers Should Do
Editor's note: This is the first in a series of mini-feature articles by former presidents of the American Educational Research Association about the future of the association and educational research in general. This particular collection of brief essays presents quite different visions of the sort of work educational researchers should undertake in the future as well as radically different assessments of the worth of the work that has been done…
The Theory behind Practical Evaluation
Two claims are put forward in this article : (I) practical evaluation, especially practical program evaluation, depends on theoretical assumptions that put its procedures and conclusions at risk; and (2) practical evaluation is unnecessarily and seriously limited because of its failure to use theory as a way to recognize and develop solutions to problems not yet solved in practice. Both claims raise the question of the relation of theory to pract…
Assessment in teacher education: Getting clear on the concept
A unified theory approach to teacher evaluation
The philosophical foundations of Las Vegas
Victor Serge: The Uses of Dissent
The political itinerary consciousness and the self literature and revolution contradiction and commitment bureaucracy and dissent the 1940s and the fate of dissent.
Evaluation as a discipline
Strategies for Managing Evaluation Anxiety: Toward a Psychology of Program Evaluation
Excessive evaluation anxiety (XEA) can be a destructive phenomenon in modern program evaluation. Some of the negative consequences include: Lack of access to important information and data; compliance and cooperation problems; false reporting; effects on bias and validity; and reduced utilization of evaluation findings. If left alone, XEA can lead stakeholders to behave in ways that destroy the credibility of evaluation findings and evaluators. T…
Models and Mechanisms for Evaluating Government-Funded Research: An International Comparison
This research describes, classifies, and comparatively evaluates national models and mechanisms used to evaluate research and allocate research funding in 16 countries. Although these models and mechanisms vary widely in terms of how research is evaluated and financed, nearly all share the common characteristic of relating funding to some measure of past performance. Each of these 16 national models and mechanisms were rated by independent, blind…
Frontiers of Science and Philosophy
Contemporary Thinking About Causation in Evaluation: A Dialogue With Tom Cook and Michael Scriven
Legitimate knowledge claims about causation have been a central concern among evaluators and applied researchers for several decades and often have been the subject of heated debates. In recent years these debates have resurfaced with a renewed intensity, due in part to the priority currently being given to randomized experiments by many funders of evaluation studies, such as the Institute for Educational Sciences. In this dialogue, which took pl…
Evaluation: Future tense
Evaluation: Future Tense
Minimalist theory: The least theory that practice requires
The Theory behind Practical Evaluation
Two claims are put forward in this article : (I) practical evaluation, especially practical program evaluation, depends on theoretical assumptions that put its procedures and conclusions at risk; and (2) practical evaluation is unnecessarily and seriously limited because of its failure to use theory as a way to recognize and develop solutions to problems not yet solved in practice. Both claims raise the question of the relation of theory to pract…
Self-Referent Research
I will discuss a number of items that fall under the heading of selfreferent research, broadly conceived. This will include not only some comments on the state of our research on educational research, but also some comments on research dealing with vehicles of educational research, for example, the printed word, the machinery for its processing and production, and the journals which select and package it. Studies of research practice of the propo…
Minimalist Theory: The Least Theory That Practice Requires
This paper has two parts. The first provides a general discussion of the nature of theories-and the reasons why some understanding of this abstract subject is of value in the practice of evaluation. The second part looks more closely at the dependence of good practice on a minimalist theory of evaluation, and at what such a theory comprises
Minnesota Studies in the Philosophy of Science, Volume I. The Foundations of Science and the Concepts of Psychology and Psychoanalysis
Roadblocks to Recognition and Revolution
It is argued here that the general view, especially in the social sciences, of the specific status of evaluation is still deeply impregnated with completely absurd misrepresentations. A number of the worst are documented and refuted here, along with some suggestions as to their roots. It is stressed that the consequences of this tangled net of methodological and logical fallacies is not mere scientific confusion but flawed evaluation designs and …
The logic of cause
Professorial Ethics
The Philosophy of Science
A Note on David Fetterman’s Response
Let’s cut to the chase. I claim that the revised version of empowerment evaluation (EE) put forward in this book fails to meet the key minimum standards for formative, summative, or any other defensible purpose of evaluation, namely the standards of validity, credibility, and ethicality (the other reasonable requirements of utility and cost effectiveness require these). These are not my standards; they are the standards of science, scholarship, p…
An overview of evaluation theories
Perspectives of Curriculum Evaluation
Symposium: The Language of Fiction
Margaret MacDonald, M. Scriven; Symposium: The Language of Fiction, Aristotelian Society Supplementary Volume, Volume 28, Issue 1, 11 July 1954, Pages 165
The Age of the Universe
The Philosophy of Science
Modern Experiments in Telepathy
M ODERN parapsychology is somewhat more relevant to philosophy than modern cosmology or modern psychoanalytic research and no less relevant than most symbolic logic: and there has been no lack of philosophers to discuss the significance of psychoanalysis for the free-will problem, cosmology for natural theology, and symbolic logic for everything else. It would be foolish to imagine that this imposes a moral obligation on contemporary philosophers…
Minnesota Studies in the Philosophy of Science, Volume I. The Foundations of Science and the Concepts of Psychology and Psychoanalysis
The Foundations of Science and the Concepts of Psychology and Psychoanalysis
Parapsychology: Frontier Science of the Mind
Concepts, Theories, and the Mind-Body Problem
Concepts Theories And The Mind Body Problem FREE Download Concepts Theories And The Mind Body Problem Concepts CONCEPTS AND THEORIES GUIDING PROFESSIONAL PRACTICE Mind body functionalism Reinhard Blutner Can We Solve the MindBody Problem Minnesota Studies in the Philosophy of Science Vol II CONNECTING THE MIND BODY AND SPIRIT IN LEARNING Time and the Mind Body Problem a Quantum Perspective 1 Rethinking MindBody Dualism A Buddhist Take On The Mind…
Frontiers of Science and Philosophy
The Supercomputer as Liar
The Philosophy of Science. Part Two: A Study of the Division and Nature of Various Groups of Sciences . P. Henry van Laer
Sensationalism and Scientific Explanation
Primary Philosophy
Primary Philosophy
Perspectives of Curriculum Evaluation
The logic of cause
Educational Product Re-Evaluation
What Does it Mean to be a Self-Monitoring Behavior Therapist
Research Notes: A Response to Research
Self-Referent Research
I will discuss a number of items that fall under the heading of selfreferent research, broadly conceived. This will include not only some comments on the state of our research on educational research, but also some comments on research dealing with vehicles of educational research, for example, the printed word, the machinery for its processing and production, and the journals which select and package it. Studies of research practice of the propo…
High Potential Consequences of the 4-H Program
Professorial Ethics
Sartre’s Existential Biographies
Computers as energy: Rethinking their role in schools
An “energy metaphor” for computers in the schools is proposed as a replacement for the current “AV metaphor” to assist a new conceptualization and classification of computer applications in the school. Applications are classified in terms of adding, subtracting, and enriching the curriculum, and the teaching and learning activities in schools. Several new uses are suggested, including “desktop teaching” using the new liquid crystal projection scr…
Paul Nizan: Communist Novelist
Psychology (26 works) · Sociology (23 works) · Philosophy (22 works) · Epistemology (19 works) · Political science (17 works) · Computer Science (16 works) · Evaluation and Performance Assessment (16 works) · Mathematics education (11 works) · Law (10 works) · Economics (8 works)