Critical Study Of Educational Evaluation, Theory, and Practice

Critical theory gives us a new way of understanding action or what an evaluator does. Evaluation is both an ethical and political activity. Evaluators determine to some extent what information educators are to receive and, therefore, evaluators participate in the political processes affecting peoples' lives. What kind of activity is evaluation? This research argues that evaluation is a moral activity. In the final analysis the professional evaluator can be seen as a moral agent and not simply a provider of information. Nor is evaluation essentially a technical activity characterized by fitting means to pre-identified ends. Language is the main instrument of any evaluation process. The structure of the evaluation process reflects the patterning of communication in education and, therefore, contributes to the individual's form of participation in the evaluation process and likewise the level of responsible action. Critical theory shows both structural barriers to democratic evaluation processes and the opportunities evaluators have to overcome these obstacles. In this inquiry Jurgen Habermas' critical social theory is applied to evaluation practice in order to (1) clarify the assumptions underlying the case study and decision-making models of evaluation, (2) characterize a critical theory of educational evaluation, (3) suggest potential contributions a critical theory of educational evaluation may have for the field, and (4) stimulate critical thought and discussion among educators regarding the adequacy of current evaluation practices.