DEVELOPMENT OF EVALUATIVE CRITERIA FOR ASSESSMENT OF COMMUNITY EDUCATION IN FLORIDA PUBLIC SCHOOLS

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.