Abstract:
Educational evaluation has become driven by concerns with method, divorced from considerations of purpose and educational principle. This article reviews one of the key histories of educational evaluation to show how the rubric for Democratic Evaluation was drawn from the curriculum principles enunciated by Lawrence Stenhouse. This is a unique analysis based on extended discussions with Barry MacDonald, author of Democratic Evaluation and collaborator of Stenhouse. I was Stenhouse's research student and a colleague of MacDonald.