A Comparative Study on Expertise-Oriented Approach, Empowerment Evaluation Approach and Responsive Evaluation Approach

專家導向取向、賦權增能評鑑取向、回應式評鑑取向之比較

洪淑芬(Hung, Shu-Fen)

《發展與前瞻學報》 32期 (2021/06) Pp. 3-18

https://doi.org/10.6737/JDP.202106_(32).01

摘要

This paper analyzes Eisner's expertise-oriented evaluation, Fetterman's empowerment evaluation, and Stake's responsive evaluation. The writer then compares their similarities and differences and discuss ways to build on their strengths and minimize their weaknesses. The paper is closed by making suggestions on integrating different approaches according to evaluation contexts and purposes.

關鍵字

comparative study ； program evaluation ； expertise-oriented evaluation approach ； empowerment evaluation approach ； responsive evaluation approach

並列摘要

本文的目的是比較專家導向取向、賦權增能評鑑取向、回應式評鑑取向，並說明這三種評鑑取向的優點和局限性，為評鑑者選擇評鑑取向提供訊息。最後總結出，沒有任何一個評鑑取向是完美的，建議根據評鑑的前後關係和目的，擷取不同評鑑取向中的某些部分，以整合出一個適合的評鑑取向。

並列關鍵字

比較研究 ； 方案評鑑 ； 專家導向評鑑取向 ； 賦權增能評鑑取向 ； 回應式評鑑取向

參考文獻

Fetterman, D.M. 1994. Empowerment evaluation. Evaluation Practice, 15(1):1-15. Available from: https://journals.sagepub.com/doi/pdf/10.1177/109821409401500101.

Eisner, E. W. 1981. On the Differences Between Scientific and Artistic Approaches to Qualitative Research. Educational Researcher. 10:5-9. http://dx.doi.org/10.3102/0013189X010004005.

Madaus, G.F. and Stufflebeam, D.L., editors. 1989. Educational evaluation: Classic works of Ralph W. Tyler. Boston: Kluwer Academic.

Eisner, E.W. 1976. “Educational connoisseurship and criticism: Their form and functions in educational evaluation.” Journal of Aesthetic Education 10(3):135-150.

Stake, R.E. 1975. Program evaluation, particularly responsive evaluation (Occasional Paper No. 5). Evaluation Center, Western Michigan University.