Katherine E. Ryan - The SAGE International Handbook of Educational Evaluation

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The SAGE
International
Handbook of
Educational
Evaluation

The SAGE
International
Handbook of
Educational
Evaluation

Editors

Katherine E. Ryan

University of Illinois at Urbana-Champaign

J. Bradley Cousins

University of Ottawa

Copyright 2009 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

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For information:

	SAGE Publications, Inc.	SAGE Publications India Pvt. Ltd.
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Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Ryan, Katherine.

The SAGE international handbook of educational evaluation/Katherine Ryan, J. Bradley Cousins.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-4129-4068-9 (cloth : alk. paper)

1. Educational evaluationHandbooks, manuals, etc. I. Cousins, J. Bradley. II. Title.

LB2822.75.R9 2009

379.158dc22 2009003451

This book is printed on acid-free paper.

09 10 11 12 13 10 9 8 7 6 5 4 3 2 1

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Acquisitions Editor:	Vicki Knight
Associate Editor:	Sean Connelly
Editorial Assistant:	Lauren Habib
Production Editor:	Catherine M. Chilton
Copy Editor:	Heather Jefferson
Typesetter:	C&M Digitals (P) Ltd.
Proofreader:	Annette R. Van Deusen
Indexer:	Diggs Publication Services
Cover Designer:	Glenn Vogel
Marketing Manager:	Stephanie Adams

Contents

Fazal Rizvi

Thomas A. Schwandt

Nick L. Smith

Melvin M. Mark

Peter M. Steiner, Angela Wroblewski, and Thomas D. Cook

Madhabi Chatterji

Gary T. Henry and Dana K. Rickman

Jacob Marszalek and Debra D. Bragg

Lois-ellin Datta

Katherine E. Ryan and Irwin Feller

Miri Levin-Rozalis, Barbara Rosenstein, and J. Bradley Cousins

Claudia V. Tamassia and Raymond J. Adams

Edith J. Cisneros-Cohernour and Thomas E. Grayson

Sharon F. Rallis and Matthew Militello

Gerry McNamara and Joe OHara

David Nevo

Peter Dahler-Larsen

Jennifer C. Greene

Linda Mabry

Christina A. Christie and Brock M. Klein

Theo J. H. Niessen, Tineke A. Abma, Guy A. M. Widdershoven, and Cees P. M. van der Vleuten

John Elliott

Saville Kushner

Rodney K. Hopson

Stafford Hood

Ove Karlsson Vestman and Christina Segerholm

Harry Torrance

Ulf P. Lundgren

Michael Scriven

Sandra Mathison

J. Bradley Cousins and Katherine E. Ryan

Introduction

Katherine E. Ryan and J. Bradley Cousins

Volume Overview

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Educational evaluation is at the same time similar and different from evaluation in other domains of human service practice (e.g., health, justice, social service). Moreover, educational evaluation is subject to similar policy and governance structures as might be found across different human service practice domains. Yet educational evaluation is unique in remarkable ways. For instance, the evaluation and assessment of student progress toward valued goals is an integral part of the core business of educationteaching and learning. A corollary is that there exists in education a longstanding tradition of psychometric testingpredominantly achievement testingthat is unparalleled in other domains of human service practice.

The goal of all educational evaluation is to enable programs and policies to improve student learning. There are longstanding tensions resulting in dialogue and discussion about what kinds of educational evaluation families or genres (e.g., science-based approaches involving experimental methods, participatory approaches) are best for accomplishing this goal (Campbell & Stanley, 1963; Cook, 2002; Cronbach et al., 1980; Eisner, 1994; Guba, 1969; Stake, 1984). In contemporary society, broader forces such as globalization are seen as a major factor in the enactment of international and national policies for educational evaluation, assessment, and testing, as well as curriculum and instruction (Burbules & Torres, 2000; Gardner, 2004).

Globalization, to be sure, is a contested and contentious term, one that carries a variety of meanings for different people. The emergence of new public management (NPM) as the dominant governance paradigm concerning educational policy and practice and neoliberalism as the overarching political theory in contemporary governance are central constructs. The globalization notion is intended to capture the political, economic, and social forces that have converged over the past 30 years. There are different views about what globalization refers to, including the impact of global economic processes (e.g., production, consumption), the decline in the nation-state system, the emergence of new global media and information technologies that permit the circulation of ideas, resources, and even individuals across boundaries, and the decline of local traditions and values (Burbules & Torres, 2000; Rizvi, 2004; Stein, 2001).

Globalization is characterized by values such as efficiency, entrepreneurship, market-based reform, rational management, and performance-based accountability (Burbules, 2002). At the same time, the rise of neoliberal ideologies has taken place. With neoliberalism, the state role is to create an appropriate market and one that creates an individual that is enterprising and entrepreneurial (Biesta, 2004). In contrast, within a liberal democracy, the government is constituted as delegated, institutional power structures administering the interests of society. A neoliberal democracy that focuses on appropriate markets aimed at creating enterprising and entrepreneurial individuals signals different arrangements.

Globalization and Education

Globalization is demanding more of education as markets have shifted from industrial production to one of service, with information technology receiving more attention (Gardner, 2004; Stein, 2001; Teachers College Annual Report, 2004). Within the knowledge-based economy, intellectual resources and knowledge, instead of natural resources and industrial labor, are critical assets for continuing economic growth. Educational evaluation is playing a key role in this shift to a knowledge-based society, which demands that students be educated for the new world order to remain competitive in the global economy.

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