평가(Evaluation)

평가라는 용어는 평가 대상에 대한 의사 결정 과정과 그것이 수용성 표준과 어떻게 비교되는지에 대해 가장 잘 정의된다. 
The term evaluation is best defined as a process of decision making about the object being evaluated and how it compares to some standard of acceptability.5 

성과 평가는 특정 유형의 프로그램 평가를 의미합니다. ACCME는 "학생들의 적절한 기술과 역량의 성취를 포함하여 프로그램의 목적과 목표가 달성되고 있거나 달성되지 않고 있는 정도를 보여주는 증거"라고 정의한다.
Outcomes evaluation refers to a particular type of program evaluation. It is defined by the ACGME as "evidence showing the degree to which program purposes and objectives are or are not being attained, including achievement of appropriate skills and competencies by students.11"

 

출처: Musick, D. W. (2006). A conceptual model for program evaluation in graduate medical education. Academic Medicine, 81(8), 759-765.

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임파워먼트 평가는 광범위하게 정의되며, 평가 과정의 모든 측면에 주요 이해관계자를 적극적으로 참여시키는 프로그램과 그 결과에 대한 데이터를 수집, 분석 및 사용하는 접근 방식이다.
Empowerment evaluation, broadly defined, is an approach to gathering, analyzing, and using data about a program and its outcomes that actively involves key stakeholders in all aspects of the evaluation process.

The approach provides a strategy by which and a structure within which stakeholders can empower themselves to engage in system changes; this process is based on the assumption that the more closely stakeholders are engaged in interpreting, discussing, and reflecting on evaluation findings in a collaborative and collegial setting, the more likely they are to take ownership of the results and to use evaluation to guide curricular decision making and reform.

 

출처: Fetterman, D. M., Deitz, J., & Gesundheit, N. (2010). Empowerment evaluation: a collaborative approach to evaluating and transforming a medical school curriculum. Academic Medicine, 85(5), 813-820.

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평가는 콜린스 영어 사전(1994)에서 "…의 가치를 판단하는 행위"로 정의된다. 이와 같이 그것은 본질적으로 가치 부여적 활동이다. 그러나 초기 평가자들은 자신의 활동이 가치가 없을 수 있고 그래야 한다고 순진하게 믿었기 때문에 가치에 거의 주의를 기울이지 않았다.
Evaluation is defined in the Collins English Dictionary (1994) as “the act of judgement of the worth of …”. As such it is an inherently value-laden activity. However, early evaluators paid little attention to values, perhaps because they naively believed their activities could, and should, be value free (Scriven, 1983).

Experience has shown it is impossible to make choices in the political world of social programming without values becoming important in choices regarding evaluative criteria, performance standards, or criteria weightings (Shadish et al., 1991). The values of the evaluator are often reflected in some of the definitions of evaluation which have emerged, definitions that have also been influenced by the context in which the evaluator operated.

"교육 목적이 달성된 정도를 결정하는 체계적인 프로세스".
Gronlund (1976), influenced by Tyler's goal-based conception of evaluation, described it as “the systematic process of determining the extent to which instructional objectives are achieved”.

"동일한 일반적인 목적을 가진 프로그램 및 기타 프로그램을 개선하는 데 도움을 주기 위해 수행되는 검사"
Cronbach (Cronbach et al., 1980), through reflection on the wider field of evaluation and influenced by his view of evaluators as educators, defined evaluation as “an examination conducted to assist in improving a programme and other programmes having the same general purpose”. 

출처: Goldie, J. (2006). AMEE Education Guide no. 29: Evaluating educational programmes. Medical Teacher, 28(3), 210-224.

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