MTE -513 EVALUATION OF

TECHNOLOGY PROGRAM
SCRIVEN EVALUATION MODEL

By: RUTH ELIEZER ALCAZAR

MICHAEL SCRIVEN
Scriven has made significant
contributions in the fields of
philosophy, psychology, critical
thinking, mathematics, and, most
notably, evaluation theory and
the establishment of evaluation
as a trans discipline.[1] Scriven's
work in education has influenced
the work of many scholars,
including that of Robert E. Stake,
Ernest R. House, Benjamin
Bloom, and Gene V Glass.
What is Scriven Evaluation Model
Goal-free evaluation 

(Often shortened to GFE) is any evaluation in which the evaluator

conducts the evaluation without particular knowledge of or reference
to stated or predetermined goals and objectives. This external
evaluation model typically consists of an independent evaluator who
is intentionally screened from the program's stated goals and
objectives in hopes of reducing potential goal-related tunnel vision.
The two methodological requirements of GFE.

 The first is that the goal-free evaluator be external from and

independent of the program and its upstream stakeholders (program
funders, designers, administrators, managers, staff, volunteers,
vendors, etc

 the second is that someone be appointed a goal screener. A screener is

an impartial party (i.e., someone who is not assigned to GFE design or
data collection), such as an administrative assistant, a third party, or
even the evaluation client
 CHARACTERISTICS OF SCRIVEN’S GOAL FREE
MODEL
 No Knowledge of Goals and Objectives
 Attempts to observe the measure actual outcomes
effects intended or unintended

Two Major Roles of Curriculum Evaluation

 Formative
 Summative
Scriven identifies 6 common criticisms of the goal-free
evaluation.

 Goal-free evaluation simply substitutes its own goals from

those of the project
 Great idea, but impractical
 There is a chance that some of the most important effects
will be missed
 This approach can only lead to poor planning
 You can’t test for all possible effects
 Goal-free evaluation is seen as a threat by many program
designers
STRENGTHS OF SCRIVEN’S GOAL FREE MODEL

Controlling goal orientation related biases

Uncovering side effects
Avoiding the rhetoric of true goals
Adapting to contextual / environmental changes
Aligning goals with actual program activities and
outcomes
Limitation
Most important effects missed

Failed to understand what is needs to be assessed

Supplement

Poor planning

Threat
 Applications
In Schools Evaluating In District to Evaluate
Program Resource Allocations
Reading Fluency Staffing Ratios
Mathematical Operation s Budget Expenditures
and Reasoning Technological System
Writing skills Policy Implementations
Problem Solving Grading Practices
Critical Thinking
 https://www.slideshare.net/mdmehadirahman/goal-free-model

https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1182&context=tfr