Critical Thinking Questions - Essay Example

Critical Thinking Questions number: Critical Thinking Questions Action research is a research that is initiated in order to solve an immediate problem (Winter, 1987). Additionally, action research can involve a reflective process of problem solving which is led by individuals who work with each other in teams or groups. There are several topics that can be approached through action research. Some of the most common topics include organization development, educational aspects, nature, information technology and computer conferencing among others (Winter, 1987).

In action research, there are six principles that guide the research. These principles include dialectical critique, risk, reflexive critique, collaborative resources, theory and plural structure. An exemplary example is the action research process that has been initiated in the Caribbean Windward Islands. This was after the Caribbean government realized that the process involved several organizations and numerous business groups. Therefore, an action research approach was recommended as the best alternative in this situation.

There are several categories of evaluation studies that can be employed in a program. These six categories of evaluation studies include objectives-oriented, management-oriented, consumer-oriented, expertise-oriented, adversary-oriented and naturalistic and participant-oriented evaluations (Fitzpatrick, Sanders, & Worthen, 2004). These evaluation approaches are quite critical in certain programs. An objective can be defined as the declaration of a result that is to be accomplished (Fitzpatrick, Sanders, & Worthen, 2004).

Objectives can be broken down into several precise declarations that determine the activities or means that attribute to the success of a program. Research asserts that the objective-oriented evaluation approach is the best methodology that can be employed in a writing center. This approach has a positive significant impact on the writing of students. In fact, this approach mainly focuses on the outcomes of the program. This approach is also accepted globally, and it is also easy to use, hence; it enables objectives to be set.

However, the approach majorly overlooks some unintended outcomes. Management-oriented evaluation is normally geared to serve the decision makers. In addition, the success of the program is mainly based on the teamwork between the decision makers and the evaluators. This clearly asserts that the decision maker is the individual on which the evaluation is directed. This approach is useful in program management. It has been employed in educational institutions and other federal agencies. In fact, this approach is quite appealing to individuals who acknowledge a rational approach.

However, the main disadvantage of this approach is that the preference is given to the decision maker; therefore, it is costly and complex (Fitzpatrick, Sanders, & Worthen, 2004).The consumer-oriented approach normally occurs when several agencies and individuals compile educational products for the consumer. In most cases, this approach is used in educational programs and products. The information provided asserts that this approach can be employed for any consumer product and educational program.

As a matter of fact, the consumer-oriented approach has made consumers aware of the market strategies. Furthermore, this approach has significantly attributed to proper evaluation of products and programs. Contrarily, this approach has led to increased product cost. This is because the approach is time-consuming based in the tests carried out on the products (Fitzpatrick, Sanders, & Worthen, 2004). The expertise-oriented evaluation model significantly depends on the judgments of various professional experts who determine the quality of educational programs.

One of the programs that employ this approach is the accreditation of educational institutions. This approach substantially emphasizes on expert judgment (Fitzpatrick, Sanders, & Worthen, 2004). However, the judgment made may be biased since; it relies on one individual. The adversary-oriented evaluation mainly focuses on the presentation of opposing ideas from various evaluators. This approach tries to balance various points-of-view from different evaluators hence; avoiding biasness (Fitzpatrick, Sanders, & Worthen, 2004).

This approach can be employed in an educational setup in order to rule out some of the critical dangers that face the institution. Therefore, the approach vastly overlooks biasness because the evaluation is based on several individuals, unlike the expertise-oriented approach. However, this approach is time-consuming because the ideas of the evaluators conflict with each other. Lastly, the naturalistic-oriented and participant-oriented evaluation approach directly involves various participants.

These participants materially aid in the evaluation study. This method is quite flexible and majorly builds emphasis on the needs of the participants. However, the approach may give biased information. Moreover, the approach is also time-consuming and labor-intensive (Fitzpatrick, Sanders, & Worthen, 2004). ReferencesFitzpatrick, J., Sanders, J., & Worthen, B. (2004). Program evaluation: Alternative approaches and practical guidelines. New York: Pearson Press.Winter, R. (1987). Action research and the nature of social inquiry: Professional innovation and educational work.

England: Gower Publishers.