APPLYING DYNAMIC EVALUATION APPROACH IN EDUCATION 1

The purpose of the current study was to implement a newly proposed evaluation method (Dimitropoulos, 1999), that is, the dynamic evaluation approach in the field of education. The dynamic approach was applied in order to evaluate the Olympic Education Program in Greece. The results of the present field study were encouraging. Dynamic evaluation appeared to be a promising tool concerning the evaluation of the educational program. It was, however, considered premature to draw firm conclusions as dynamic evaluation does not depend on any of the well-known evaluation models. Therefore, it is proposed that the method should be further tested in the future to ensure its evaluation efficiency. The conduct of evaluation in the educational field has been a subject of interest for many years. As a result, many alternative evaluation models have been developed. The dynamic evaluation method proposed by Dimitropoulos (1999) is not based on any of the known evaluation models, since its structure is characterized by an attempted synthesis of several methods, depending on occasion. In detail, the structure of the above model is based on "selectivity" (Cronbach, 1982; Worthen & Sanders, 1987) and "dynamism". Given the many alternative models provided, an evaluator has two choices: either to adopt a specific evaluation model and run the procedure, or to select from the different models those elements that are most appropriate for the specific occasion. The second choice refers to the condition of "selectivity" that is present in every step of the dynamic 0191-491X/04/$ see front matter © 2004 Published by Elsevier Science Ltd. doi: 10.1016/j.stueduc. 2004.09. 005 256 E Grammatikopoulos et al. /Studies in Educational Evaluation 30 (2004) 255-263 evaluation method. Therefore, "selectivity" is characterized by the combination of different methods and approaches (e.g., internal-external evaluation, summative-formative evaluation, qualitative-quantitative methods). "Dynalnisnl", the second basic component of the dynamic evaluation procedure, is borrowed li"om a "systems approach" (Pekelis, 1986). A procedure could be called a "system" when it consists of three basic functional units (a) input, (b) process, and (c) output and its function is determined by interdependence, interaction, self-control and selfcorrection of its basic parts (Pekelis, 1986). Self-control and self-correction are the salient features of dynamic evaluation. Self-control of the units is ensured with (d) additional monitoring, whereas (e) feedback meets the condition of self-correction as a fifth essential function (Dimitropoulos, 1999). Thus, dynamic evaluation is the control mechanism of an evaluating procedure. It controls the procedure and provides feedback continuously. In conclusion, an evaluation is dynamic when it is: (a) continuous, (b) part of the procedure, (c) flexible, (d) self-controlled and self-corrected. Dynamic evaluation operates like a "system" and it is characterized by "selectivity". Furthermore, dynamic evaluation constitutes an integral part of the evaluating process and is not simply applied in parallel with it. The significance of dynamic evaluation is that it aspires to secure the success of the evaluating process during its implementation.