Evaluating Innovation by CIPP Model
نویسندگان
چکیده
The purpose of this study was to create an evaluating model to measure innovation of the educational reform in a High School Emerging Technology Curriculum in Taiwan. A CIPP model was served as a foundation for both formative and summative evaluations. The core concept is based upon innovation is the target of curriculum reform. In Taiwan, science educators are seeking ways of copying emerging technology. This study is a part of response to that call. This study suggested that innovation should be supported during the process but not only the end. According to the formative evaluation results from contest, input, process, and product stages, stack holders such as administrator, teacher, student, and parent could provide better efforts to maintain innovation. For better supporting science education reform, there is a need to find a systematic evaluation for innovation of curriculum reform. The identified structure was presented and discussed in response to the innovation evaluation. Key-Words: Innovation Evaluation, Emerging Technology Curriculum, CIPP Model
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