The Role of Formative Evaluation in Developing and Assessing Educational Programs

Bibliographic Data

ID12010359
AuthorsCatherine Cobb Morocco (Clark University, corresponding author)
Year1979
Volume9
Issue2
Pages137-148
Publication date1979-06-01
Open AccessNo
TypeARTICLE
VenueCurriculum Inquiry (JOURNAL)
Journal identifiersISSN: 0362-6784 • E-ISSN: 1467-873X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03626784.1979.11075601
OpenAlexW1977935433
LanguageEN
References cited8

The evaluation profession is profoundly critical of its own failure to have more impact on educational programs. Discussions of the need for evaluation theory and improved evaluator training largely focus on improving summative evaluation of program impact (Weiss 1972a, 1972b; Cohen 1975). Until recently, much less attention has been given to clarifying and strengthening the role and methods of formative evaluation, which assists in early program development and revision. While there is a general acceptance of the idea of formative evaluation, the profession has only begun to clarify how early evaluation research can influence the quality of the program (Fisher 1974; Sanders and Cunningham 1974; Dick 1977; Miree 1977).1 The question of how formative and summative evaluation may be linked has been almost entirely neglected. The current formative/summative distinction in evaluation research

Educational evaluation · Educational research · Evaluation methods · Formative assessment · Knowledge survey · Mathematics education · Medical education · Pedagogy · Political science · Program evaluation · Sociology · Summative assessment · Engineering · Evaluation and Performance Assessment · Medicine · Psychology · Public Administration

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