Chen closes by discussing what he views as important issues that emerged from the debates.1 These issues and Chen's interpretations of panel members' views relative to them are summarized and synthesized below.
Get full access to this article
View all access options for this article.
References
1.
Chen, H.T. (1990). Theory-driven evaluationsBeverly Hills, CA: Sage.
2.
Chen, H.T. (1994). Current trends and future directions in program evaluationEvaluation Practice, 15(3), 229-238.
3.
Scriven, M. (1967). The methodology of evaluation In R. W. Tylor, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation.Chicago: Rand McNally .
4.
Scriven, M. (1974). Evaluation perspectives and procedures In J. W. Popham (Ed.), Evaluation in education : Current application , pp.3-93. Berkeley, CA: McCutchan .
5.
Scriven, M. (1986). New frontiers of evaluationEvaluation Practice, 7, 7-44.
6.
Scriven, M. (1991). Beyond formative and summative evaluation In G. W. McLaughlin & D. C. Phillips (Eds.), Evaluation and education: A quarter century. Chicago: University of Chicago Press.
7.
Smith, M.F. (1994). Evaluation: Review of the past, preview of the futureEvaluation Practice, 15(3), 215-227.
8.
Wholey, J.S. (1994). Assessing the feasibility and likely usefulness of evaluation In J. S. Wholey, H. Harty, & K. Newcomer (Eds.), Handbook of practical program evaluation, pp. 15-39. San Francisco : Jossey-Bass.