Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-2-1973

Abstract

This study began with the problem: How does one effectively evaluate a computer-based educational management information system (C. -B. E. M. I. S.)? The primary objectives of the study were (1) to develop an evaluation model that would effectively evaluate a C. -B. E. M. I. S., and (2) to test the model by evaluating New Mexico's Vocational-Technical Information System (V. -T. I. S.). The evaluation model developed in this study was couched in an "open system" frame of reference and incorporated three important notions about evaluation: (1) that evaluation is an ongoing process; (2) that evaluation facilitates problem-solving; and (3) that evaluation leads to decision making. The model first identified the significant variables fundamental to the valuation process and then defined each variable as a construct. The constructs, related to one another systematically, moved linearly from the Input Phase to the Throughput Phase and the Output Phase. The model's problem-solving dimension was predicated upon discrepancy analysis that incorporated four basic steps: (1) identify problems when they occur, (2) compare program standards to actual program performances, (3) choose a course of action to change standards or performances to reduce discrepancies, and (4) act on the choice made. The action taken to reduce discrepancies between program standards and program performances constituted the decision-making process. The evaluation model’s decision-making dimension allowed for the following courses of action: (1) terminate all or part of the system, (2) change performance criteria to reduce discrepancies, or (3) move to the next stage of program development. Finally, the model was successfully tested on the Computer-Based Vocational-Technical Information System implemented by the Bureau of Educational Planning and Development of the University of New Mexico for New Mexico’s Department of Vocational-Technical and Adult Education. Through identifying problems and structuring the decision-making process by identifying when decisions were necessary and specifying those persons who made decisions, the test proved the model’s viability.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

James Allen Hale

Second Committee Member

Richard Francis Tonigan

Third Committee Member

Paul Arnold Pohland

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