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    Eng Abg 1

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    dlin71

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    anew program on teachers” perceptions of their competence. They need to evaluate the influence of a program's outcomes on the actions of admin- istrators. They also need to consider outcomes that are not directly evident atthe conclusion of program. And they should attend to long-range effects, 100, Stake contends that outcomes are the consequences of education—immediate and long-range, cognitive and affective, personal and community wide. Stake's model for planning an evaluation study provides an organizational framework that points out data to be considered and contrasts what is planned and what has occurred, This model arranges the three types of data into a ‘matrix, Figure 11-3 shows the matrix. The model shows the antecedents, transactions, and oul- comes—the elements of evaluation—both in- tended and observed. The challenge to the evaluator is to identify contingencies, and later congruencies, among, these antecedents, transactions and outcomes. Contingencies are the relationships among the variables in the three categories: antecedents, transaction, and outcomes. Ideally, it should be demonstrated that the outcomes are 2 result of antecedents and transactions. If it can be shown that transactions are related to prior antecedents, then the transactions are logically contingent on Descriptive Data CURRICULUM EVALUATION. 335 the antecedents. Similarly, the outcomes should be logically vontingent from the transactions. In short, one category is expected to lead to observ- able andjor measurable variables in another cate gory. ‘The model shows that the evaluator is also concerned with congruence between the intended and the observed outcomes. In dealing with con- ‘gruency, he or she strives to match what is in- tended and what is observed. Did what was intended actually happen’ To be completely con- ‘gruent,all the intended antecedents, transactions, and outcomes would have to occur. ‘StutMebeam’s Context, Input, Process, Product Model Perhaps the most important contribution to a de- cision-management-orented approach to educa- tional evaluation has been that presented by Daniel Stufflebeam. His approach to evaluation is recognized as the CIPP (context, input, pro- cess, product). model This comprehensive model considers evaluation to be a continuing process. Information is provided to management for the purpose of decision making. It isa three-step process: delineating the information necessary for collection, obtaining the information, and Intended " Observed aniocedents ee antecedents 7 T Logical Empirical comipaeney contingency Tatendea ‘Observed |. —_

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