Journal
AMERICAN JOURNAL OF EVALUATION
Volume 28, Issue 4, Pages 458-476Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/1098214007308024
Keywords
educational program evaluation; qualitative research; phenomenography; student learning
Categories
Ask authors/readers for more resources
Increasing calls for accountability in education have promoted improvements in quantitative evaluation approaches that measure student performance; however, this has often been to the detriment of qualitative approaches, reducing the richness of educational evaluation as an enterprise. In this article the authors assert that it is not merely performance but also how learners think and how their thinking changes that we should be measuring in educational program evaluation. They describe a mixed-methods evaluation model based on the qualitative method phenomenography that can be used to evaluate how learners think in multiple contexts, from skills training to employee development to higher education, and how their thinking may change over time. They then describe two evaluation studies making use of this approach and provide suggestions for evaluators interested in using the phenomenographic model.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available