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Defining the evaluation process

The 6 category classification

Worthen, Sanders & Fitzpatrick (1987) have generated a very nice classification of evaluation in that it is not driven by any particular theoretical point of view. It has the advantage that its terminology will be well understood by academics in many different disciplines. We will summarise it here, but those who wish to develop their understanding of the area are advised to read the original work.

An alternative approach is set out in Rossi, Freeman & Lipsey(1999). This approach is based more on social program evaluation rather than upon educational evaluation. But the book is in its 6th edition.

The 6 category classification (Worthen et.al, 1987, pp.78++)

1. Objectives-oriented approaches

This approach focusses upon the objectives and outcomes of a program as the basis for the design of the evaluation procedure.
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2. Management-oriented approaches

The management oriented approach is defined in terms of evaluations being designed to provide information to management through the identification of key information areas needed by management.
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3. Consumer-oriented approaches

In this approach the emphasis is upon defining a product that has some attraction to a consumer. This can be defined in a very general sense of both product and consumer. It is related to consumer satisfaction.
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4. Expertise-oriented approaches

In other classifications this might be called an expert review process. That is, the evaluation is based upon having appropriate experts who can carry out the evaluation within a knowledge and expertise context.
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5. Adversary-oriented approaches

This approach may be a little difficult to conceptualise. It might be seen to be based upon a debating model where evaluators who have opposing perspectives carry out an evaluation and the resulting different views are interpreted.
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6. Participant-oriented approaches

The participant approaches covers the wide range of views of evaluation where it is seen to be critical to have the actual stakeholders determine many of the parameters and even define the evaluation approach. Its most known form is in ethnomethodology.
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Objectives-oriented approaches

This might be seen the conventional wisdom on evaluation.

Management-oriented approaches

Some cynics might want to say that all externally driven evaluation is about what management wants rather being about pursuing the best educational outcomes for students.

Consumer-oriented approaches

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Expertise-oriented approaches

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Adversary-oriented approaches

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Participant-oriented approaches

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