Scriven's+Goal-Free+Models


 * Overview**
 * Introduced the term ‘formative’ and ‘summative’
 * Evaluator should not know the educational program’s goals in order not to be influenced by them; less “tunnel vision”
 * Evaluator free to look at processes and procedures, outcomes and unanticipated effects (more comprehensive)
 * The evaluator can look at whatever he wants, but he does have a ‘lethal’ checklist of criteria for judging any aspect of the curriculum

This model addresses the enacted and experienced curriculum.

Collection of data: [|Key Evaluation Checklist] (updated 2007)

Pros
 * Introduces difference between formative and summative; previously summative was priority. (Student assessment included)
 * Evaluation is thorough, given the long checklist.

Cons
 * Relies on subjective information
 * Lack of knowledge of goals may make the evaluator skip the main purpose of evaluating the curriculum in the first place

Resources
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