By Judith Bennett
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A second, more radical, outcome has been the rejection of experimental approaches and the proposal of alternative ways of undertaking evaluation. The illuminative evaluation model Malcolm Parlett and David Hamilton: illuminative evaluation The early 1970s saw the emergence of a new style of educational evaluation, whose proponents were highly critical of the classical model of evaluation. In the UK, in their very influential paper 'Evaluation as illumination: A new approach to the study of innovative programmes', Malcolm Parlett and David Hamilton (Parlett and Hamilton, 1972, 1976) argued strongly against classical approaches to evaluation, saying that the notion of matching groups for experimental purposes is impossible in educational settings, first, because there are so many potentially important variables that would need to be controlled, and second, because it is impossible to determine in advance what all the relevant variables might be in any particular situation.
First, it does not take account of the complexity of people's behaviour and the dynamics in teaching and learning situations. The critical label of 'agricultural-botany approach' was applied to the classical model by Parlett and Hamilton (1972, 1976) because of its failure to address differences between the behaviour of humans and plants. As Lawton (1980) put it: 'human beings perform differently when under observation, cabbages do not' (112). Second, educational settings involve a number of variables, not all of which can be easily controlled.
As with RCTs, the impact of design experiments in educational evaluation is yet to be seen. Where they seem to have particular advantages is in their ability to encompass the complexity of educational settings and interactions, whilst also enabling the aims of new educational programmes to be tested systematically. As such, they appear to offer a potentially fruitful approach to evaluation which is sympathetic to the nature and purpose of many new educational programmes. Summary This section has provided an overview of different perspectives on the models and approaches associated with educational evaluation.