First published in 1987. The central concept of the book is that of
'democratic' evaluation, one of the most influential ideas in the
development of education practice in this country since
professional evaluation emerged in the 1960s. The question
explored, through an examination of the theory and practice of
democratic evaluation, is whether it is possible to both posit and
practice an approach to evaluation that provides an effective curb
on the derivatisation and centralisation of information for
educational decision-making. The book documents the emergence of
politically conscious evaluation in this country and through two
detailed cases explores the strengths and weaknesses of democratic
theory in practice. Issues concerning the rights, obligations and
freedoms of evaluators in the conduct and dissemination of
evaluations are discussed.
General
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