Author Type

Graduate Student

Date of Award

1979

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

At least 2,000 years before the birth of Christ, evaluation was used to measure the success of educational endeavors. By the early 1900's, measurement technology for determining human abilities was being developed. The issue in educational evaluation was to "prove" what was learned. New evaluation concepts surfaced in the 1970's. The theoretical models developed sought to "improve" educational services not to "prove" achievement of curriculum objectives. The purpose of this study was to develop an evaluative instrument that reflected the salient criteria of the functioning of community education as one approach to assuage the problem. The analysis of the data provides the following conclusions: 1. There is a high relevancy of each criterion item and summary statement to the evaluation of community education. 2. The 60 variable items show little redundancy. 3. The summary statements are not truly summary statements that are predicted by the assumed subset of items. 4. There are statistically different opinions among the groups of respondents. 5. The four factors extracted from the data and subjected to varimax rotation support the theoretical CIPP Model. The evidence of this research indicates the resulting revised evaluative criteria have relevance and substantial construct validity for evaluation of a community school.

Extent

166 p.

Comments

Thesis (Educat.D.)--Florida Atlantic University, 1979.|Thesis (Educat.D.)--Florida Atlantic University, 1979.

Identifier

FADT11744

Format

pdf

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