The development of an interactionist evaluation methodology

Tools

Johnston, J.S., 1993. The development of an interactionist evaluation methodology. MPhil, Nottingham Trent University.

Preview

Text
10290076.pdf - Published version
Download (20MB) | Preview

Official URL: http://gateway.proquest.com/openurl?url_ver=Z39.88...

Abstract

This is an account of the development of an evaluation methodology termed Interactionist Evaluation.

Interactionist Evaluation was developed to effectively evaluate the quality of in-service science courses within Trent Polytechnic (now The Nottingham Trent University) and to ascertain their long term impact on the development of primary science within schools. The evaluation methodology was influenced by the complex interactions with and within schools and the in-service courses and by other qualitative evaluation models. Its development attempted to encompass the needs and difficulties of course evaluation as experienced during the initial evaluations. It represents a novel form of evaluation, not described in the literature, and extends the possibilities of course evaluation.

In Interactionist Evaluation the evaluator is committed to the aims of the course being evaluated and participates in the course to establish good working relationships with course members. Subsequent interaction in the school context supports the aims of the course in relation to teacher and child development and attempts to enhance the quality of both by observing the teacher in action and engaging them and other staff in educational conversation. It is the form and intentions of this interaction which establishes Interactionist Evaluation as a distinct evaluation methodology. It recognises three different forms of interaction and uses interaction in a positive way to achieve agreed aims. In this way evaluation interaction is able to contribute to the success of the courses and their long term impact, rather than being a negative influence to be accounted for.

In Part 1 of this thesis, the influences which acted upon the developing evaluation methodology are discussed. This is followed in Part 2 by a closer look at one of the major influences, the interactions with schools. Each case study represents an important influence on the methodology and this influence is discussed together with the effectiveness of the developing evaluation methodology on primary science within the school. Part 3 looks closely at the characteristics and techniques of the resulting evaluation methodology.

Item Type:

Thesis

Creators:

Johnston, J.S.

Date:

1993

ISBN:

9781369323252

Identifiers: