[NLA] Evaluation vs. research
M C Smith
mcsmith at niu.edu
Mon Nov 18 12:29:22 EST 2002
Several recent comments suggest some confusion between the activities and
purposes of educational evaluation and educational research. This confusion
is understandable, since there is considerable overlap between the two
activities. Unfortunately, the terms are sometimes used interchangeably.
Yet, evaluation and research _do_ differ from one another and have
different purposes. Evaluations are usually initiated because there is some
perceived need for a decision to be made in regards to educational policy
or management. Thus, the purpose is to collect various data that will
faciliate decision-making (perhaps at the level of policy, perhaps at the
level of local program management). Another difference is the extent which
the findings are generalized to other populations and settings. Evaluation
is usually done to meet a very specific purpose for a given program. There
is usually not much concern for generalizing to other programs or settings
(there are exceptions, of course), in contrast to research. Evaluations
yield data in regards to the worth or value of some phenomenon (e.g.,
typically, an educational program or intervention). Conclusions tend to
reflect local, programmatic, or even the evaluators' values (but
evaluations can be much broader in sweep, such as the national evaluation
of Even Start programs in the mid-1990s). Researchers' conclusions, in
contrast, are usually more tentative.
It is interesting to note, also, that evaluation is usually taught in
courses separate from educational research courses in most graduate programs.
Cecil Smith
M Cecil Smith, Ph.D.
Professor of Educational Psychology
Northern Illinois University
DeKalb, IL 60115
(815) 753-8448
(815) 753-8750 (fax)
mcsmith at niu.edu
www.cedu.niu.edu/
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