Educational Evaluation: Classic Works of Ralph W. Tyler - download pdf or read online

By George F. Madaus, Daniel L. Stufflebeam (auth.), George F. Madaus, Daniel L. Stufflebeam (eds.)

ISBN-10: 9400926790

ISBN-13: 9789400926790

ISBN-10: 9401077088

ISBN-13: 9789401077088

I for my part realized to understand Ralph Tyler really overdue in his profession whilst, within the Sixties, I spent a 12 months as a Fellow on the middle for complicated learn within the Behavioral Sciences at Stanford. His time period of workplace as Director of the heart used to be then impending its finish. this might appear to disqualify me completely from getting ready a Foreword to this "Classic Works. " lots of his colleagues and, no longer least, of his scholars at his pricey Alma Mater, the college of Chicago, are definitely higher ready than I to place his function in American schooling in right viewpoint. the cause of inviting me is, i guess, to carry out the effect that Tyler has had at the foreign academic scene. i'm penning this Foreword on a private notice. Ralph Tyler's accomplishments in his roles as a pupil, coverage maker, academic chief, and statesman were amply wear checklist during this booklet, no longer least within the editors' Preface. My reflections are these of an observer from out of the country yet who, over the past 25 years, has been shut sufficient to beat the aloofness of the foreigner. Tyler has over a long time been criss-crossing the North American conĀ­ tinent generously giving suggestion to corporations on the federal, nation, and native degrees, lecturing, and serving on many committees and job forces which have been instrumental in shaping American education.

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Sample text

One is to get a list of objectives which is reasonably com- 28 THE SERVICE STUDY YEARS: 1929 TO 1938 plete; that is, which includes all of the important objectives to be reached. The other is to state the objectives in such clear and definite terms that they can serve as guides in the making of the examination questions. Many statements of objectives are so vague and nebulous that, although they may sound well, they prove to be glittering generalities which are of little value as guides in teaching and useless in making examinations.

Following the suggestion of the generalization tests, a number of the experiments proposed as answers by students who took the original examination were selected as alternatives for a multiple-response test, consisting of a series of hypotheses each of which was followed by a description of five possible experiments. The student was asked to check the experiment he thought the best to find out whether the hypothesis was true and the one which he thought the poorest. This test was administered to a new group at the same time as the one in which the student was asked to formulate his own experiment.

It is not expected that a student will remember the details of an experiment, but upon being given the details will be able to interpret the experiment for himself. Obviously, with the same content it makes a great deal of difference whether the test is to measure the student's memory of the facts or to be able to interpret them when they have been presented to him. Each of the eight objectives set up for elementary courses in zoology was defined in terms of the behavior expected of students. In defining the first objective, a fund of information about animal activities and structures, the specific facts and general principles which the students should be able to recall without reference to textbooks, or other sources of information, were indicated.

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Educational Evaluation: Classic Works of Ralph W. Tyler by George F. Madaus, Daniel L. Stufflebeam (auth.), George F. Madaus, Daniel L. Stufflebeam (eds.)


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