Evaluation (evaluation) is in the most general meaning the description, analysis and evaluation of processes and organizational units, in particular in the education range, in the ranges health and development assistance, the administration or the economy. Evaluation can refer both to the context (conditions, basic conditions), the structure, the process and the result (product). Differently than basic research evaluation orients itself at the concrete questions of decision makers, e.g. in the education politics and - administration, in addition, of teachers, pupils and parents. Thus it is dependent on a broader spectrum at methods, in order to place time-fairly helpful information ready.

The word evaluation originally originating from the French became common in the USA since the 30's-years (in the Eight Years Study of R.W. Tyler among other things). Tylers behavior-oriented concept was criticized and changed after the Sputnik shock 1957 in the education reform using thereafter. To Germany the English word evaluation end of the 60's-years from this American tradition was transferred (see Wulf 1972). The word meaning "“evaluation"” thereby first narrowed on the evaluation in particular the work of institutions for education (the curriculum development since the 30's-years). In the meantime also within other social action ranges "“one evaluates"”.

Evaluation as classical evaluation

More common and more embodied in the German linguistic usage in relation to evaluation the synonym evaluation, which has however no larger discrimination than the translation "“evaluation"”, is. Thus a distinction is not always clear to other terms of the quality management such as audit, Controlling or revision.

Evaluation as specific technical term

, Where the characteristic of the evaluation is stressed to other appraisal procedures, it leaves itself roughly said, when common denominator note that evaluation is concerned with action fields, in which conventional economic evaluations too briefly seize. As a further difference the participation of the addressees of the evaluation in the evaluation of the results is called.

For evaluation (DeGEval) and 2005 in DeGEval society for evaluation renamed organization today (2006) working groups for evaluation at schools, at universities, in the vocational and operational education, within the environmental range, from development policy, from research, technology and innovation politics, have the 1997 created German society from structural policy, in the health service and in the economy. 2002 published it standards of the evaluation, 2003 recommendations for the out and further training of Evaluatoren, 2004 recommendations regarding the self evaluation.

Evaluation promises answers in a time to adapt in the decision makers by the task, social institutions to the changing basic conditions seems increasingly overtaxed. Evaluation can be abused also as alibi: a negative evaluation result is put forward, in order to implement the locking of an institution. In this case however no real evaluation took place: to differentiate the evaluation of persons/institutions, which is connected with (often negative) sanctions, of the evaluation of measures, which are examined for their effectiveness, is. Only here can be spoken of evaluation in the actual sense: Accomplished on the basis of a goal agreement an output collection will become, it thereupon measures planned, with which the goals are to be achieved. Then measuring instruments/evaluation criteria must be developed, with which one can examine whether the measures led to success. Possibly after intermediate collections during execution in a conclusion collection the success of the measure is examined, in order to hit and occur the cycle from it new goal targets again. The crucial here is the fact that concerning become involved one that the process runs konsensual and not by stranger interests and unclear criteria is determined, how e.g. with so-called "“efficiency comparisons"” within the education range is to be observed again and again.

Since this fundamental distinction is frequently not considered, the inflationary propagation of the term exhibits "“evaluation"” of courses of a scientific fashion. A daily also the evaluation nature of an evaluation will have itself to place (Meta evaluation). The executive committee of the DeGEval published 2002 guidelines in addition in April.

Evaluation on the way to the quality management

Evaluation takes increasingly test models of the quality management into the view. Both the DIN EN ISO_9000 and the universally applicable EFQM model are considered with their evaluation and auditing bases as substantial elements in evaluations. So evaluation can lend a certificate and make an external auditing possible (see also the criticism at internal self evaluation). In particular with the evaluation of universities and faculties for faculty development increasingly on the aspects by TQM, personnel development and organizational development is received. The Evaluator becomes thereby increasingly the AUDI gate, quality manager, personal and organization developer, as well as at the same time CHANGE agent and/or a process advisor. The most well-known quality models, which find nowadays in nearly each evaluation consideration, are those the EFQM as well as the DIN EN ISO_9000.

Evaluation within the education range

see also: Education measure, faculty development, visitor research

As educational and/or andragogischer technical term evaluation means a seizing and an evaluating of processes and results in accordance with the definition of J. Reischmann "“to effect control, control and reflection within the education range."”

Processes (investigation question know article of evaluation: As runs off and Outcomes (investigation question e.g. which comes As is the from the range of the micro didactics just like the macro didactics its.

For an evaluation data are methodically organized raised and documented systematically, in order to make the investigation, the procedure and the results comprehensible and examinable.

Standard techniques for data acquisition are questioning, observation, test and material analysis. As data sources internal (are parts of the evaluated system) and external (stand outside) are available.

The evaluation takes place via the comparison of the determined actual values also before explicitly specified and justified desired values (to aim at thereby operationalisierte formulations of goal are) on the basis comprehensibly fixed indicators. One differentiates between acceptance criteria (as contents arrived with the Learning criteria (contents of the participants can be shown Transfer criteria (that leads learning to noticeable changes of behavior of the and result criteria (one can determine changes in the output of the

Evaluation is to fulfill certain control criteria: apart from the basic conditions didactical usefulness and objectivity are this validity, economics and standardisation with the research connect for evaluation the effort around inter+subjective examinableness, however it examines concrete individual cases and is strongly practice-oriented.

Evaluation serves retrospective effect control (e.g.: Does an educational measure show success the foresighted control (as the continuation of a course must arranged, which at the participant selection changed or like the lecturer and/or the reflection and the understanding of didactical situations, processes and problems.

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