ABSTRACT
Many attempts have been made in recent years to clarify the meaning of evaluation and expose the distinction between evaluation and other related concepts such as measurement or research. The literature contains many approaches regarding the conceptualization of evaluation and the determination of its countenance in education. Many of those approaches have been unduly referred to as ‘models’ (for example, the CIPP Model, the Discrepancy Model, the Responsive Model, or the Goal-Free Model) in spite of the fact that none of them includes a sufficient degree of complexity and completeness that might be suggested by the term ‘model’. Stake (1981) rightly suggested that they be referred to as persuasions rather than models.
