Inquiry Paradigms and Evaluation Models

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Inquiry Paradigms and Evaluation Models 27C H A P T E R 2 Inquiry Paradigms andEvaluation ModelsObjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .After reading Chapter Two, you should be able to: describe four major Inquiry Paradigms that influence contemporaryevaluation practice; describe several Evaluation Models that are relevant to evaluatinginteractive learning systems; and identify strengths and weaknesses of competing Paradigms andmodels of : The state-of-the-art.

Inquiry Paradigms and Evaluation Models 29 systems per se rather than the actual pedagogical or instructional design aspects of the systems being evaluated (Clark, 1994, 2001).

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