Michael L. Connell, University of Houston, United States
Journal of Technology and Teacher Education Volume 10, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article investigates the implications on formal evaluation theory when existing methods are viewed from an epistemic perspective. A case is made that from this approach a meaningful evaluation might be made with only a shared justification system present. Items of Truth and Belief, although of extreme interest to the parties of most evaluations, are shown to be irrelevant to the advancement of knowledge that may come about as a result of the evaluation itself. The role of this system of justification is further expanded to literally define what a knowable item within the context of an evaluation might be. These ideas are particularly explored within the contexts of emerging systems and domains of inquiry.
Connell, M.L. (2002). Knowledge-Based Evaluation. Journal of Technology and Teacher Education, 10(1), 17-25. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved February 22, 2019 from https://www.learntechlib.org/primary/p/10788/.
© 2002 Society for Information Technology & Teacher Education
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- 1. A lesson from Hansbarger and Stewart (1996) illustrated a blending of disparate research methods to bridge the disciplines of Mathematics and English at the High School level.
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