Research On Qualitative Curriculum Evaluation

The study-Research on Qualitative Evaluation-revealed the nature of qualitative evaluation from three aspects: ideas, models, and techniques & methods. And then, it constructed a new qualitative evaluation- "self-receptive evaluation" ."1 1 Introduction to Qualitative Evaluation" generalized the basic ideas of qualitative evaluation from two dimensions: history and values. We can divide all the history of curriculum evaluation into four periods: testing period, descriptive period, judgement period, and meaning-constructed period. In testing and descriptive period, quantitative evaluation is the main approach. In judgement and meaning constructed period, qualitative evaluation has gained its dominating position. We can summarize all the orientations of curriculum evaluation into three: objective orientation, process orientation, and subjectivity orientation. Quantitative evaluation embodied objective orientation and pursued instrumental rationality. Qualitative evaluation embodied process and subjectivity orientation and pursued practical and emancipatory rationality. In the contemporary period, toward qualitative evaluation is the tendency of curriculum evaluation."2 2 Models of Qualitative Evaluation" explored three representative models: responsive evaluation model, illuminative evaluation model, and educational criticism & educational connoisseurship model. The main representative of responsive evaluation model is Robert Stake. This model emphasized that curriculum evaluationshould base itself on the need of clients and the practical activity process, and should reflect pluralism in curriculum evaluation. The main representative of illuminative evaluation model is Malcolm Parlett and David Hamilton. This model advocated that evaluation should focused on the practical operating process, proposed that curriculum methods should adapt the specific situation, and emphasized that curriculum evaluation should embody the needs of all the participants. The representative of educational criticism & educational connoisseurship model is Elliot W. Eisner. This model proposed that curriculum evaluation is a process of educational criticism and educational connoisseurship. Connoisseurship is an art of appreciation. Criticism is an art of unconcealment. Effective criticism must be based on deep connoisseurship. Criticism is an art to unconceal the nature of events or objects that are appreciated. In short, this model is toward human emancipation." 33 Techniques & Methods of Qualitative evaluation" explored six techniques and two methods. Six techniques are sociogram, interest inventories, rating scales, unobtrusive techniques, semantic differentials, and essay tests. Two methods are portfolio assessment and Socratic seminars. Portfolio assessment and Socratic seminars place learners' subjectivity at the core of evaluation methods. So these two methods embody new ideas of qualitative evaluation." 44 Constructing a New Kind of Qualitative Evaluation: Self-Receptive Evaluation" articulated a new kind of educational values-the aims of education is the pursuit of "free popularized personality" , and then articulated a new kind of qualitative evaluation- "self-receptive evaluation" . "Free popularizedpersonality" is the unity of well-rounded development and individual development. It makes freedom as the mission of human life. It makes popularization as the condition to form free personality. "Free popularized personality" is the era spirit in educational field. "Self-receptive evaluation" is the evaluation that esteems every learners' characters and growing backgrounds, making every learners to receive and confirm oneself healthily, positively, and optimistically. "Self-receptive evaluation" is the guarantee of "free popularized personality" . It embodies the developmental tendency of qualitative evaluation.