Abstract
AbstractThis study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional values, democratic values, work–business values, scientific values, and basic values. Teacher values, on the other hand, were identified using the Schwartz Values Scale. As a result of the analysis, regarding gender, there were significant differences in helpfulness, consistency, reliability, working hard, investigation, and esthetic value dimensions in favor of the female students. The helpfulness value is the most important one for both Turkish and mathematics teachers.
Highlights
Humanistic approaches in evaluation present educators with several options such as alternative evaluation models, multidimensional assessment of instructional contexts, and the inclusion of students, teachers, and the society in evaluation as opposed to limiting it to program evaluation experts
Purpose of the study This study aims to evaluate the context and process dimensions of seventh-grade Turkish and mathematics programs using the value-based program evaluation model
The distribution of student values according to socioeconomic background The scores in items concerning students and traditional values showed that the sub-dimensions of thriftiness vary significantly among different socioeconomic backgrounds (F(2–298) = 4.88, p < 0.01)
Summary
Humanistic approaches in evaluation present educators with several options such as alternative evaluation models, multidimensional assessment of instructional contexts, and the inclusion of students, teachers, and the society in evaluation as opposed to limiting it to program evaluation experts. Various evaluation alternatives such as participant- or consumer-based models have emerged, and program development has come to include numerical data and student interests, motivation, talent, and expectations. Following this trend, Stufflebeam pioneered the development of new approaches and models in program evaluation. Serap Nur Duman completed her master’s degree in Curriculum and Instruction and she earned her PhD in Curriculum and Instruction. She started her career as a research assistant in Kırıkkale University; she has been working in Kırıkkale University. Research areas of interest include: curriculum and instruction, program evaluation, and research methods
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