Evaluation of Instructional Outcomes: Extensions to Meet Current Needs

Abstract

About forty years ago, Ralph Tyler formulated a systematic methodology for evaluating the outcomes of instruction. To date, Tyler's evaluation model has remained a predominant influence upon evaluation theory, surviving both a variety of interpretations for actual classroom practice and attacks upon its adequacy. The reasons for its survival are perhaps obvious but nevertheless important. For one, the model includes the more common evaluation practices actually employed by teachers in the classroom setting. These practices may be termed measurement rather than evaluation, as they frequently focus upon the assignment of grades or scores to pupils. They involve the construction and administration of unit or semester tests, and the assigning of course grades based upon the test results. For another, the Tyler model encompasses a number of practices that educators would like to apply, but that they usually do not have time for. These include the evaluation of the change that has taken place during a course rather than simply of the final status of the students. Diagnostic evaluation data obtained during a course that point to specific weaknesses in individual learning, or to weaknesses in instruction in particular areas, are rarely used fully. The data are often not employed for subsequent modification of the course methods and objectives to compensate for weaknesses--that is, for formative evaluation.