The Criterion Problem in the Evaluation of Instruction: Assessing Possible, Not Just Intended Outcomes

Author(s):

Messick, Samuel J.

Publication Year:

1969

Report Number:

RB-69-86

Source:

ETS Research Bulletin

Document Type:

Report

Page Count:

30

Subject/Key Words:

National Institute of Mental Health, Affective Behavior, Cognitive Style, Educational Assessment, Educational Research, Evaluation Criteria, Individual Differences, Instructional Programs, Values

Abstract

This paper discusses cognitive styles and affective reactions as two major classes of criterion variables that should be taken into account in the evaluation of instruction. These variables are emphasized because of their bearing upon questions that stem from particular views about the diversity of human performance and the role of values in educational research.

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• http://dx.doi.org/10.1002/j.2333-8504.1969.tb00765.x