{"id":1363,"date":"2023-08-29T20:55:35","date_gmt":"2023-08-29T18:55:35","guid":{"rendered":"https:\/\/evaltep.xcreative.cz\/uncategorized\/provusuv-diskrepancni-evaluacni-model-popis-a-priklady-aplikace\/"},"modified":"2023-09-15T15:42:29","modified_gmt":"2023-09-15T13:42:29","slug":"provus-discrepancy-evaluation-model-description-and-practice","status":"publish","type":"post","link":"https:\/\/evaltep.xcreative.cz\/en\/articles\/provus-discrepancy-evaluation-model-description-and-practice\/","title":{"rendered":"Provus Discrepancy Evaluation Model: Description and\u00a0Practice"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Provus Discrepancy Evaluation Model: Description and&nbsp;Practice<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Abstrakt<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u010cl\u00e1nek p\u0159edstavuje Provus\u016fv diskrepan\u010dn\u00ed evalua\u010dn\u00ed model (DEM) vytvo\u0159en\u00fd pro evaluaci vzd\u011bl\u00e1vac\u00edch program\u016f. Nejd\u0159\u00edve se kr\u00e1tce v\u011bnuje oblasti evaluace vzd\u011bl\u00e1vac\u00edch program\u016f v obecn\u00e9 rovin\u011b. N\u00e1sledn\u011b je pozornost v\u011bnov\u00e1na modelu samotn\u00e9mu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1kladn\u00edm principem Provusova modelu, kter\u00fd je \u0159azen mezi takzvan\u00e9 evaluace orientovan\u00e9 na c\u00edl, je srovn\u00e1n\u00ed \u017e\u00e1dan\u00e9ho a o\u010dek\u00e1van\u00e9 stavu (tzv.&nbsp;standardu) se stavem skute\u010dn\u00fdm. DEM se skl\u00e1d\u00e1 z p\u011bti f\u00e1z\u00ed, kter\u00e9 odpov\u00eddaj\u00ed p\u0159irozen\u00e9mu v\u00fdvoji programu \u2013 jeho nadefinov\u00e1n\u00ed, implementace, pr\u016fb\u011bh, v\u00fdsledek a anal\u00fdza n\u00e1klad\u016f a v\u00fdnos\u016f. V ka\u017ed\u00e9 z &nbsp;uveden\u00fdch f\u00e1z\u00ed doch\u00e1z\u00ed k nadefinov\u00e1n\u00ed standard\u016f, kter\u00e9 jsou n\u00e1sledn\u011b porovn\u00e1v\u00e1ny v\u016f\u010di skute\u010dn\u00e9 realizaci programu. C\u00edlem je ur\u010dit, zda mezi t\u011bmito dv\u011bma aspekty existuje n\u011bjak\u00fd rozpor-diskrepance.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">DEM je zasazen do \u0161ir\u0161\u00edho historick\u00e9ho kontextu a tuto \u010d\u00e1st uzav\u00edr\u00e1 zhodnocen\u00ed jeho siln\u00fdch a slab\u00fdch str\u00e1nek. V posledn\u00ed \u010d\u00e1sti pr\u00e1ce jsou stru\u010dn\u011b p\u0159edstaveny t\u0159i studie, kter\u00e9 s DEM pracuj\u00ed a tak demonstruj\u00ed mo\u017enosti jeho vyu\u017eit\u00ed v praxi, v\u010detn\u011b koment\u00e1\u0159e praktick\u00e9ho vyu\u017e\u00edv\u00e1n\u00ed modelu v&nbsp;\u010cesk\u00e9 republice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><br><strong>Abstract<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The article deals with Provus Discrepancy Evaluation Model (DEM) used for evaluation of educational programs. First, it focuses on the field of&nbsp;evaluation of educational programs in general. Then attention is paid to&nbsp;the model itself.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The basic principle of Provus model, which belongs to models objective-based evaluations, is comparing expected and required state (so called standard) with a real state. DEM consists of five stages which correspond to the program\u2019s natural development \u2013 its definition, installation, process, product and cost-benefit analysis. In each of these phases standards are defined and their comparison with real program installation. The objective is to decide whether some discrepancy exists between these two aspects.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Historical context of origins of the model is presented and this part is concluded by summary of its strengths and weaknesses. In the last part of this article, three studies which use DEM are briefly introduced to demonstrate possibilities of its use in practice, including a commentary on practical use of the model in the Czech Republic.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Kl\u00ed\u010dov\u00e1 slova<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">evaluace ve vzd\u011bl\u00e1v\u00e1n\u00ed, evalua\u010dn\u00ed model, diskrepance, Provus<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Keywords<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Educational evaluation, evaluation model, discrepancy, Provus<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>1. \u00davod a c\u00edl pr\u00e1ce<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;pr\u016fb\u011bhu 60. a 70. let minul\u00e9ho stolet\u00ed vzrostla v&nbsp;d\u016fsledku p\u0159ijet\u00ed nov\u00fdch z\u00e1konn\u00fdch opat\u0159en\u00ed v&nbsp;USA popt\u00e1vka po vhodn\u00fdch n\u00e1stroj\u00edch schopn\u00fdch zhodnotit implementovan\u00e9 zm\u011bny ve&nbsp; vzd\u011bl\u00e1vac\u00edm syst\u00e9mu (Barrett 1998:&nbsp;19). Jedn\u00edm z&nbsp;t\u011bchto n\u00e1stroj\u016f byl Provus\u016fv diskrepan\u010dn\u00ed evalua\u010dn\u00ed model (DEM) navr\u017een\u00fd v&nbsp;roce 1969[1], kter\u00fd byl vytvo\u0159en specificky pro&nbsp;pot\u0159eby evaluace vzd\u011bl\u00e1vac\u00edch program\u016f a je zalo\u017een\u00fd na srovn\u00e1v\u00e1n\u00ed \u017e\u00e1dan\u00e9ho a o\u010dek\u00e1van\u00e9 stavu (tzv. standardu) se stavem skute\u010dn\u00fdm.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Malcolm Provus usiloval o roz\u0161\u00ed\u0159en\u00ed pohledu na evaluaci ve vzd\u011bl\u00e1n\u00ed, kter\u00e1 by nespo\u010d\u00edvala v&nbsp;pouh\u00e9m posouzen\u00ed celkov\u00fdch c\u00edl\u016f program\u016f, ale&nbsp;stav\u011bla na syst\u00e9mov\u00e9m p\u0159\u00edstupu zd\u016fraz\u0148uj\u00edc\u00edm vztah mezi vstupy, pr\u016fb\u011bhem a v\u00fdstupy (inputs, process, outputs). Aplikace j\u00edm navr\u017een\u00e9ho modelu m\u011bla nav\u00edc \u00fazce souviset s&nbsp;utv\u00e1\u0159en\u00edm programu a zakl\u00e1dat se na&nbsp;\u00fazk\u00e9 spolupr\u00e1ci mezi evalu\u00e1torem-v\u00fdzkumn\u00edkem a na programu zainteresovan\u00fdmi subjekty (tzv. stakeholders[2]) (Provus 1971).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A\u010dkoliv model vych\u00e1z\u00ed z&nbsp;jednoduch\u00e9ho a p\u0159\u00edmo\u010dar\u00e9ho principu a je efektivn\u00edm n\u00e1strojem (Mathison 2005: 117), jeho aplikace nen\u00ed p\u0159\u00edli\u0161 roz\u0161\u00ed\u0159en\u00e1 a&nbsp;zd\u00e1 se, \u017ee byl v&nbsp;pr\u016fb\u011bhu let postupn\u011b zatla\u010den do pozad\u00ed jin\u00fdmi modely a strategiemi. Nicm\u00e9n\u011b i p\u0159es to, \u017ee se nejedn\u00e1 o p\u0159\u00edstup dominantn\u00ed, je mo\u017en\u00e9 naj\u00edt evalua\u010dn\u00ed studie, kter\u00e9 pr\u00e1v\u011b tento model vyu\u017e\u00edvaj\u00ed, a to nejen v&nbsp;USA, kde vznikl, ale i v jin\u00fdch zem\u00edch. Proto si i tento model zaslou\u017e\u00ed pozornost coby jeden z&nbsp;mo\u017en\u00fdch p\u0159\u00edstup\u016f k evaluaci ve vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">C\u00edlem tohoto \u010dl\u00e1nku je bl\u00ed\u017ee p\u0159edstavit Provus\u016fv diskrepan\u010dn\u00ed model (DEM). \u010cl\u00e1nek je strukturov\u00e1n do t\u0159\u00ed \u010d\u00e1st\u00ed. Prvn\u00ed \u010d\u00e1st v&nbsp;obecn\u00e9 rovin\u011b p\u0159edstavuje oblast evaluace vzd\u011bl\u00e1vac\u00edch program\u016f, pro ni\u017e byl model prim\u00e1rn\u011b navr\u017een. V&nbsp;\u010d\u00e1sti druh\u00e9 je u\u017e p\u0159edstaven vlastn\u00ed model: je pod\u00e1na jeho z\u00e1kladn\u00ed charakteristika, v\u010detn\u011b podrobn\u011bj\u0161\u00edho rozpracov\u00e1n\u00ed jeho jednotliv\u00fdch \u010d\u00e1st\u00ed, a model je zasazen do \u0161ir\u0161\u00edho historick\u00e9ho kontextu. Tuto \u010d\u00e1st uzav\u00edr\u00e1 shrnut\u00ed siln\u00fdch a slab\u00fdch str\u00e1nek DEM. Ve t\u0159et\u00ed, posledn\u00ed \u010d\u00e1sti jsou p\u0159edstaveny t\u0159i studie, na kter\u00fdch jsou uk\u00e1z\u00e1ny mo\u017enosti vyu\u017eit\u00ed modelu v&nbsp;praxi, a kr\u00e1tce je okomentov\u00e1no praktick\u00e9 vyu\u017e\u00edv\u00e1n\u00ed modelu v&nbsp;\u010cesk\u00e9 republice. Sta\u0165 uzav\u00edr\u00e1 z\u00e1v\u011bre\u010dn\u00e9 shrnut\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>2. Evaluace program\u016f ve vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Evaluace v&nbsp;obecn\u00e9 rovin\u011b znamen\u00e1 systematick\u00e9 posuzov\u00e1n\u00ed hodnoty \u010di&nbsp;v\u00fdznamu objektu, kter\u00fd je p\u0159edm\u011btem zkoum\u00e1n\u00ed (Yarbrough a kol. 2011: xxiv; Worthen &amp; Sanders 1987). Zasad\u00edme-li evaluaci do kontextu vzd\u011bl\u00e1v\u00e1n\u00ed, pak ji m\u016f\u017eeme ch\u00e1pat nap\u0159\u00edklad jako \u201ehodnot\u00edc\u00ed proces, na&nbsp;jeho\u017e z\u00e1klad\u011b je mo\u017eno posuzovat celkovou \u00farove\u0148 a mo\u017enosti vzd\u011bl\u00e1vac\u00edho za\u0159\u00edzen\u00ed, jeho edukativn\u00ed (hodnot\u00edc\u00ed) potenci\u00e1l\u201c (Pal\u00e1n 2002: 59). Evaluace ve vzd\u011bl\u00e1v\u00e1n\u00ed je nicm\u00e9n\u011b \u0161irokou oblast\u00ed, kter\u00e1 obs\u00e1hne evaluaci vzd\u011bl\u00e1vac\u00edch pot\u0159eb, u\u010debnic, re\u00e1ln\u00e9 v\u00fduky, eduka\u010dn\u00edho prost\u0159ed\u00ed, vzd\u011bl\u00e1vac\u00edch v\u00fdsledk\u016f a v&nbsp;neposledn\u00ed \u0159ad\u011b vzd\u011bl\u00e1vac\u00edch program\u016f[3] (Pr\u016fcha 1996).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Evaluaci je nutn\u00e9 odli\u0161ovat od pojmu hodnocen\u00ed, s&nbsp;n\u00edm\u017e b\u00fdv\u00e1 v&nbsp;b\u011b\u017en\u00e9m \u017eivot\u011b \u010dasto zam\u011b\u0148ov\u00e1n (v angl. evaluation a assessment). Zat\u00edmco evaluace p\u0159edstavuje komplexn\u00ed a systematick\u00e9 zkoum\u00e1n\u00ed kvality \u010di hodnoty vzd\u011bl\u00e1vac\u00edho programu a jeho \u010d\u00e1st\u00ed, hodnocen\u00ed se zpravidla vztahuje k&nbsp;jednor\u00e1zov\u00e9mu posouzen\u00ed r\u016fzn\u00fdch aspekt\u016f b\u011b\u017en\u00e9 \u0161koln\u00ed praxe (nap\u0159. hodnocen\u00ed \u017e\u00e1k\u016f \u010di pr\u00e1ce u\u010ditel\u016f) (Pr\u016fcha 1995: 11).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A\u010dkoliv evaluace program\u016f nen\u00ed ni\u010d\u00edm nov\u00fdm a nezpochybniteln\u00e9 zn\u00e1mky o realizaci evaluace vzd\u011bl\u00e1vac\u00edch program\u016f poch\u00e1zej\u00ed z konce 19. stolet\u00ed[4], po\u010d\u00e1tky form\u00e1ln\u00ed evaluace edukativn\u00edch program\u016f coby ucelen\u00e9ho oboru se v\u00e1\u017e\u00ed na konec 50. let a po\u010d\u00e1tek let \u0161edes\u00e1t\u00fdch na \u00fazem\u00ed USA. V&nbsp;t\u00e9to dob\u011b za\u010daly b\u00fdt se st\u00e1le v\u011bt\u0161\u00ed frekvenc\u00ed sly\u0161et po\u017eadavky po reform\u011b studijn\u00edch pl\u00e1n\u016f a osnov, kter\u00e9 ve sv\u00e9m d\u016fsledku postupn\u011b vedly ke&nbsp;vzniku nov\u00fdch vzd\u011bl\u00e1vac\u00edch program\u016f. A nedlouho pot\u00e9 n\u00e1sledovaly po\u017eadavky na jejich evaluaci (Worthen 1990: 42\u201343). Oblast vzd\u011bl\u00e1v\u00e1n\u00ed se tak stala jednou z&nbsp;prvn\u00edch oblast\u00ed, v&nbsp;n\u00ed\u017e se systematick\u00e1 evaluace stala b\u011b\u017enou prax\u00ed (Rossi a kol. 2003: 8).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Evaluace jsou prov\u00e1d\u011bny z&nbsp;ryze praktick\u00e9ho d\u016fvodu: umo\u017e\u0148uj\u00ed posoudit, zda doch\u00e1z\u00ed k&nbsp;napl\u0148ov\u00e1n\u00ed stanoven\u00fdch c\u00edl\u016f a vzd\u011bl\u00e1vac\u00edch pot\u0159eb (Aliakbari a Ghoreyshi 2013: 545), mohou napom\u00e1hat zaji\u0161t\u011bn\u00ed kvality a efektivnosti programu, posoudit u\u017eite\u010dnost t\u011bchto program\u016f, zv\u00fd\u0161it efektivitu jejich \u0159\u00edzen\u00ed a administrace a v&nbsp;neposledn\u00ed \u0159ad\u011b vyhov\u011bt po\u017eadavk\u016fm na&nbsp;zodpov\u011bdnost v\u016f\u010di t\u011bm, kte\u0159\u00ed programy financuj\u00ed (Rossi a kol. 2003: 2).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Proto by v&nbsp;p\u0159\u00edpad\u011b evaluace ve vzd\u011bl\u00e1n\u00ed m\u011bla prob\u00edhat pom\u011brn\u011b \u00fazk\u00e1 spolupr\u00e1ce mezi evalu\u00e1torem \u2013 v\u00fdzkumn\u00edkem a stakeholdery, tj. v\u0161emi na&nbsp;programu zainteresovan\u00fdmi akt\u00e9ry. P\u0159i\u010dem\u017e Provus (1971: 51) pova\u017euje zapojen\u00ed stakeholder\u016f do procesu evaluace za z\u00e1sadn\u00ed, a to p\u0159edev\u0161\u00edm ve f\u00e1zi definov\u00e1n\u00ed programu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3. Popis diskrepan\u010dn\u00edho evalua\u010dn\u00edho modelu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;n\u00e1sleduj\u00edc\u00ed kapitole je Provus\u016fv model p\u0159edstaven podrobn\u011bji. Nejd\u0159\u00edve je pod\u00e1na jeho z\u00e1kladn\u00ed charakteristika a bl\u00ed\u017ee p\u0159edstaveno p\u011bt f\u00e1z\u00ed,<br>kter\u00e9 jej tvo\u0159\u00ed. Model je n\u00e1sledn\u011b zasazen do historick\u00e9ho kontextu vedouc\u00ed k&nbsp;jeho formulaci. Kapitolu uzav\u00edr\u00e1 zhodnocen\u00ed siln\u00fdch a slab\u00fdch str\u00e1nek.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.1 Z\u00e1kladn\u00ed charakteristika modelu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Provus\u016fv model p\u0159edstavuje jeden z&nbsp;model\u016f vytvo\u0159en\u00fdch pro evaluaci vzd\u011bl\u00e1vac\u00edch program\u016f a je \u0159azen mezi takzvan\u00e9 evaluace orientovan\u00e9 na&nbsp;c\u00edl (objective-based \u010di objective-oriented evaluation). Charakteristick\u00fdm rysem tohoto zp\u016fsobu evaluac\u00ed je dvou-f\u00e1zov\u00fd postup, kdy v&nbsp;prvn\u00edm kroku dojde k&nbsp;jasn\u00e9mu vymezen\u00ed c\u00edl\u016f evaluovan\u00e9ho programu a n\u00e1sledn\u011b v&nbsp;kroku druh\u00e9m k&nbsp;ur\u010den\u00ed rozsahu, v&nbsp;n\u011bm\u017e byly tyto c\u00edle napln\u011bny (Worthen &amp; Sanders 1987: 60).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1kladn\u00ed princip DEM vych\u00e1z\u00ed z&nbsp;Provusova pojet\u00ed evaluace, kterou on s\u00e1m definoval jako proces slo\u017een\u00fd ze t\u0159\u00ed \u010d\u00e1st\u00ed:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>nadefinov\u00e1n\u00ed standard\u016f programu,<\/li>\n\n\n\n<li>ur\u010den\u00ed, zdali existuje rozpor \u2013 diskrepance \u2013 mezi realizac\u00ed ur\u010dit\u00e9ho aspektu programu v praxi a stanoven\u00fdmi standardy,<\/li>\n\n\n\n<li>n\u00e1sledn\u00e9 pou\u017eit\u00ed takto z\u00edskan\u00e9 informace o existenci diskrepance k&nbsp;proveden\u00ed pat\u0159i\u010dn\u00fdch vhodn\u00fdch \u00faprav p\u0159\u00edslu\u0161n\u00fdch aspekt\u016f programu, p\u0159\u00edpadn\u011b k&nbsp;rozhodnut\u00ed o jeho ukon\u010den\u00ed (Worthen &amp; Sanders 1987: 68).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Sv\u016fj n\u00e1zev tento evalua\u010dn\u00ed model odvozuje pr\u00e1v\u011b od sv\u00e9ho kl\u00ed\u010dov\u00e9ho principu \u2013 soust\u0159ed\u011bn\u00ed se na rozpory, neboli diskrepance, mezi realizac\u00ed programu a p\u0159edem stanoven\u00fdmi standardy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1m\u011br prov\u00e1d\u011bt v&nbsp;implementovan\u00e9m programu \u00fapravy ihned v&nbsp;pr\u016fb\u011bhu evaluace znamen\u00e1, \u017ee evaluace v&nbsp;tomto p\u0159\u00edpad\u011b nen\u00ed pou\u017e\u00edvan\u00e1 pouze pro \u010dist\u00e9 zhodnocen\u00ed programu, ale i k jeho v\u00fdvoji a stabilizaci (Provus 1971: 9). S&nbsp;DEM se proto setk\u00e1v\u00e1me p\u0159edev\u0161\u00edm v&nbsp;kontextu formativn\u00ed evaluace. Tento typ evaluace si obecn\u011b klade za c\u00edl p\u0159isp\u00edvat ke zlep\u0161en\u00ed hodnocen\u00e9ho programu na z\u00e1klad\u011b odhalen\u00ed slab\u00fdch str\u00e1nek a jejich n\u00e1sledn\u00e9 korekce. Skrze systematicky z\u00edsk\u00e1vanou zp\u011btnou vazbu pom\u00e1h\u00e1 utv\u00e1\u0159et kvalitn\u00ed a efektivn\u00ed program, a je tedy u\u017eite\u010dn\u00e1 zejm\u00e9na v implementa\u010dn\u00ed f\u00e1zi programu \u2013 tedy ve f\u00e1zi, kdy je dan\u00fd program st\u00e1le ve v\u00fdvoji (Preskill &amp; Russ-Eft 2005: 3).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Evalua\u010dn\u00ed modely obecn\u011b \u2013 DEM nevyj\u00edmaje \u2013 v\u00fdzkumn\u00edk\u016fm d\u00e1vaj\u00ed sv\u00fdm zp\u016fsobem n\u00e1vod, jak ur\u010dit\u00fd typ evaluace prov\u00e9st (Patton 1982: 37). Nejedn\u00e1 se ale o n\u00e1vod v&nbsp;podob\u011b p\u0159edepisov\u00e1n\u00ed konkr\u00e9tn\u00edch technik pro sb\u011br a&nbsp;anal\u00fdzu informac\u00ed, sp\u00ed\u0161e se jedn\u00e1 o seznam krok\u016f, kter\u00e9 je t\u0159eba dodr\u017eovat p\u0159i pl\u00e1nov\u00e1n\u00ed evaluace jako takov\u00e9.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Proces evaluace p\u0159i vyu\u017eit\u00ed Provusova modelu lze shrnout do n\u00e1sleduj\u00edc\u00edch \u0161esti krok\u016f:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>vytvo\u0159en\u00ed seznamu standard\u016f, kter\u00e9 stanovuj\u00ed podobu ide\u00e1ln\u00ed implementace vzd\u011bl\u00e1vac\u00edho programu;<\/li>\n\n\n\n<li>ur\u010den\u00ed, jak\u00e9 informace budou pot\u0159eba k&nbsp; porovn\u00e1n\u00ed skute\u010dn\u00e9 podoby implementace programu s&nbsp;definovan\u00fdm standardem;<\/li>\n\n\n\n<li>navr\u017een\u00ed metod pot\u0159ebn\u00fdch pro z\u00edsk\u00e1n\u00ed t\u011bchto informac\u00ed,<br>p\u0159i\u010dem\u017e DEM umo\u017e\u0148uje vyu\u017eit\u00ed kvalitativn\u00edch i kvantitativn\u00edch metod;<\/li>\n\n\n\n<li>identifikace diskrepance mezi standardy a skute\u010dnou podobou programu;<\/li>\n\n\n\n<li>ur\u010den\u00ed p\u0159\u00ed\u010din existence t\u011bchto diskrepanc\u00ed;<\/li>\n\n\n\n<li>odstran\u011bn\u00ed \u010di alespo\u0148 minimalizov\u00e1n\u00ed diskrepanc\u00ed proveden\u00edm zm\u011bn v&nbsp;implementaci programu (Regan a kol. 2000: 1\u20132).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.2 Popis jednotliv\u00fdch f\u00e1z\u00ed modelu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Provus\u016fv model se skl\u00e1d\u00e1 z&nbsp;p\u011bti f\u00e1z\u00ed, kter\u00e9 odpov\u00eddaj\u00ed p\u0159irozen\u00e9mu v\u00fdvoji programu; prvn\u00ed \u010dty\u0159i f\u00e1ze \u2013 design programu, implementace, pr\u016fb\u011bh a v\u00fdsledek \u2013 jsou povinn\u00e9, posledn\u00ed f\u00e1ze anal\u00fdza n\u00e1klad\u016f a v\u00fdnos\u016f je voliteln\u00e1. V&nbsp;ka\u017ed\u00e9 z&nbsp;uveden\u00fdch f\u00e1z\u00ed doch\u00e1z\u00ed k&nbsp;nadefinov\u00e1n\u00ed standard\u016f, kter\u00e9 jsou n\u00e1sledn\u011b porovn\u00e1v\u00e1ny v\u016f\u010di skute\u010dn\u00e9 realizaci programu. C\u00edlem je ur\u010dit, zda mezi t\u011bmito dv\u011bma aspekty existuje n\u011bjak\u00fd rozpor-diskrepance (Provus 1971: 10). Informace o existenci diskrepance v\u017edy vede k&nbsp;jednomu ze&nbsp;\u010dty\u0159 mo\u017en\u00fdch&nbsp;rozhodnut\u00ed:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>p\u0159ejit\u00ed do n\u00e1sleduj\u00edc\u00ed f\u00e1ze evaluace;<\/li>\n\n\n\n<li>proveden\u00ed pat\u0159i\u010dn\u00fdch zm\u011bn standard\u016f evaluovan\u00e9ho programu nebo jeho fungov\u00e1n\u00ed a opakovan\u00e9 projit\u00ed danou f\u00e1z\u00ed evaluace;<\/li>\n\n\n\n<li>vr\u00e1cen\u00ed se na za\u010d\u00e1tek do f\u00e1ze I a p\u0159edefinov\u00e1n\u00ed programu;<\/li>\n\n\n\n<li>nebo ukon\u010den\u00ed dan\u00e9ho vzd\u011bl\u00e1vac\u00edho programu (tamt\u00e9\u017e: 14).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Jak bylo zm\u00edn\u011bno v\u00fd\u0161e, model sest\u00e1v\u00e1 z&nbsp;p\u011bti f\u00e1z\u00ed. Prvn\u00ed f\u00e1ze se podrobn\u011b zam\u011b\u0159uje na design programu, v&nbsp;jeho\u017e r\u00e1mci lze dle Provuse rozli\u0161it t\u0159i dimenze: (1) vstupy (inputs), (2) pr\u016fb\u011bh (process) programu a (3) jeho v\u00fdstupy (outputs). Vstupy jsou my\u0161leny jak aspekty, o jejich\u017e zm\u011bnu program usiluje, tak p\u0159edpoklady nezbytn\u00e9 pro fungov\u00e1n\u00ed programu,<br>u kter\u00fdch ale pod vlivem \u010dinnosti programu nedojde ke zm\u011bn\u011b[5]. Pr\u016fb\u011bh programu odkazuje k&nbsp;\u010dinnostem, je\u017e maj\u00ed v\u00e9st ke zm\u011bn\u011b vstupn\u00edch dat v&nbsp;po\u017eadovan\u00e9 v\u00fdstupy. V\u00fdstupy se vztahuj\u00ed ke zm\u011bn\u00e1m, k&nbsp;nim\u017e p\u0159i p\u016fsoben\u00ed programu do\u0161lo, a\u0165 se jedn\u00e1 o d\u00edl\u010d\u00ed c\u00edle, koncov\u00e9 v\u00fdstupy \u010di dal\u0161\u00ed p\u0159\u00ednosy programu. Pot\u00e9, co jsou v\u0161echny tyto aspekty nadefinov\u00e1ny, doch\u00e1z\u00ed k&nbsp;jejich posouzen\u00ed a srovn\u00e1n\u00ed v\u016f\u010di standardu ve form\u011b tzv. krit\u00e9ri\u00ed designu programu, kter\u00e9 obsahuj\u00ed vy\u010derp\u00e1vaj\u00edc\u00ed seznam p\u0159esn\u011b specifikovan\u00fdch aspekt\u016f vzd\u011bl\u00e1vac\u00edho programu, z&nbsp;hlediska jejich komplexnosti a vnit\u0159n\u00ed konzistence.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159esn\u011bji nadefinovan\u00fd design programu dle informac\u00ed z\u00edskan\u00fdch v&nbsp;prvn\u00ed f\u00e1zi se ve f\u00e1zi implementace programu st\u00e1v\u00e1 standardem, v\u016f\u010di kter\u00e9mu je posuzov\u00e1n chod tohoto programu v&nbsp;praxi. Na z\u00e1klad\u011b porovn\u00e1n\u00ed se pak ur\u010duje, zda a p\u0159\u00edpadn\u011b do jak\u00e9 m\u00edry se implementovan\u00fd program shoduje s&nbsp;p\u0159edem stanoven\u00fdm implementa\u010dn\u00edm pl\u00e1nem. V&nbsp;r\u00e1mci t\u00e9to f\u00e1ze evalu\u00e1tor postupn\u011b proch\u00e1z\u00ed jednotliv\u00e9 polo\u017eky uveden\u00e9 v&nbsp;designu programu a&nbsp;testuje shodu mezi t\u00edm, co je \u201eps\u00e1no na pap\u00ed\u0159e\u201c, a t\u00edm, k&nbsp;\u010demu skute\u010dn\u011b v&nbsp;praxi doch\u00e1z\u00ed. Coby sou\u010d\u00e1st tohoto procesu doch\u00e1z\u00ed k&nbsp;d\u00edl\u010d\u00edm zm\u011bn\u00e1m prvk\u016f, \u010d\u00edm\u017e doch\u00e1z\u00ed ke zvy\u0161ov\u00e1n\u00ed shody mezi navr\u017een\u00fdm designem a&nbsp;jeho skute\u010dnou realizac\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;n\u00e1sleduj\u00edc\u00edch dvou f\u00e1z\u00edch evaluace \u2013 pr\u016fb\u011bh a v\u00fdsledek \u2013 doch\u00e1z\u00ed k&nbsp;testov\u00e1n\u00ed vztahu mezi p\u0159\u00ed\u010dinou a n\u00e1sledkem, konkr\u00e9tn\u011b mezi prvky, u&nbsp;nich\u017e m\u00e1 d\u00edky existenci programu doj\u00edt ke zm\u011bn\u011b (nap\u0159. m\u00edra \u010dten\u00e1\u0159sk\u00e9 gramotnosti), a postupem, kter\u00fd m\u00e1 tuto zm\u011bnu vyvolat. Srovn\u00e1n\u00ed nast\u00e1v\u00e1 mezi standardem v&nbsp;podob\u011b p\u0159edpokl\u00e1dan\u00e9ho p\u0159\u00ed\u010dinn\u00e9ho vztahu a vztahem zachycen\u00fdm empiricky. Ve f\u00e1zi III se evalu\u00e1tor pohybuje na mikro\u00farovni, kdy se soust\u0159ed\u00ed na specifick\u00e9 d\u00edl\u010d\u00ed slo\u017eky pr\u016fb\u011bhu programu umo\u017e\u0148uj\u00edc\u00ed v\u00fdstupy \u2013 jin\u00fdmi slovy se v\u011bnuje m\u00ed\u0159e dosa\u017een\u00ed d\u00edl\u010d\u00edch c\u00edl\u016f programu; ve f\u00e1zi n\u00e1sledn\u00e9 p\u0159ech\u00e1z\u00ed na makro\u00farove\u0148 a ur\u010duje, zdali design programu vedl k&nbsp;dosa\u017een\u00ed hlavn\u00edch c\u00edl\u016f tohoto programu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1v\u011bre\u010dn\u00e1, voliteln\u00e1 f\u00e1ze V&nbsp;se vztahuje k&nbsp;n\u00e1klad\u016fm a v\u00fdnos\u016fm spojen\u00fdch s&nbsp;programem. C\u00edlem je ur\u010dit ekonomickou efektivitu programu na z\u00e1klad\u011b porovn\u00e1n\u00ed s&nbsp;jin\u00fdmi vzd\u011bl\u00e1vac\u00edmi programy, kter\u00e9 byly navr\u017eeny za stejn\u00fdm \u010di podobn\u00fdm \u00fa\u010delem. Tuto anal\u00fdzu je mo\u017eno prov\u00e9st a\u017e po ukon\u010den\u00ed programu (Provus 1971: 11\u201346).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00fd\u0161e popsan\u00e9 f\u00e1ze jsou shrnuty v&nbsp;n\u00e1sleduj\u00edc\u00ed tabulce.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"329\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-4.jpg\" alt=\"\" class=\"wp-image-450\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-4.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-4-300x190.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-4-119x75.jpg 119w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-4-480x304.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;ka\u017ed\u00e9 f\u00e1zi si evalu\u00e1tor klade jednu z\u00e1sadn\u00ed ot\u00e1zku; ty lze shrnout n\u00e1sleduj\u00edc\u00edm zp\u016fsobem:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">F\u00e1ze I: \u201eJe program adekv\u00e1tn\u011b nadefinov\u00e1n?\u201c<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">F\u00e1ze II: \u201eJe program implementov\u00e1n takov\u00fdm zp\u016fsobem, jak bylo nadefinov\u00e1no ve f\u00e1zi I?\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">F\u00e1ze III: \u201eJsou pou\u017e\u00edvan\u00e9 zdroje a techniky v&nbsp;souladu s&nbsp;c\u00edli programu?\u201c<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">F\u00e1ze IV: \u201eJsou p\u0159i realizaci programu dosa\u017eeny jeho c\u00edle?\u201c<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159esto\u017ee jsou jednotliv\u00e9 f\u00e1ze p\u0159edstaveny odd\u011blen\u011b a mohou p\u016fsobit line\u00e1rn\u00edm a na sebe navazuj\u00edc\u00edm dojmem, evalua\u010dn\u00ed praxe v&nbsp;Provusov\u011b pod\u00e1n\u00ed je vysoce dynamick\u00e1 \u2013 jednotliv\u00e9 f\u00e1ze se r\u016fzn\u011b p\u0159ekr\u00fdvaj\u00ed a v&nbsp;r\u016fzn\u00e9 m\u00ed\u0159e prob\u00edhaj\u00ed sou\u010dasn\u011b. D\u00edky poznatk\u016fm vych\u00e1zej\u00edc\u00edch ze srovn\u00e1n\u00ed v&nbsp;d\u00edl\u010d\u00edch f\u00e1z\u00edch evaluace doch\u00e1z\u00ed k&nbsp;\u00faprav\u00e1m r\u016fzn\u00fdch aspekt\u016f programu, kter\u00e9 n\u00e1sledn\u011b op\u011bt podl\u00e9haj\u00ed dal\u0161\u00ed evaluaci. Proces evaluace t\u00edm p\u00e1dem vy\u017eaduje \u010dast\u00e9 vracen\u00ed se zp\u011bt do f\u00e1z\u00ed ji\u017e jednou realizovan\u00fdch a jejich prol\u00edn\u00e1n\u00ed (Provus 1971: 33). Tento vztah je uveden na sch\u00e9matu n\u00ed\u017ee.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"238\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-3.jpg\" alt=\"\" class=\"wp-image-451\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-3.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-3-300x137.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-3-150x69.jpg 150w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-3-480x220.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\"><strong>3.3 Kontext vzniku modelu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro dokreslen\u00ed celkov\u00e9ho obrazu modelu je t\u0159eba tento p\u0159\u00edstup zasadit do&nbsp;historick\u00e9ho kontextu, kter\u00fd vedl k&nbsp;jeho formulaci.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;pov\u00e1le\u010dn\u00e9m obdob\u00ed 50. a 60. let byly vzd\u011bl\u00e1vac\u00ed programy v USA nejen \u0161patn\u011b navr\u017eeny, implementov\u00e1ny a spravov\u00e1ny (Provus 1971: 1), ale&nbsp;jak&nbsp;uk\u00e1zalo n\u011bkolik m\u00e1lo evalua\u010dn\u00edch studi\u00ed, kter\u00e9 byly realizov\u00e1ny, konceptu\u00e1ln\u00ed a metodologick\u00fd stav oboru evaluace jako takov\u00e9ho byl v&nbsp;dosti neut\u011b\u0161en\u00e9m stavu. A\u010dkoliv evalua\u010dn\u00ed studie m\u011bly napom\u00e1hat vylep\u0161en\u00ed program\u016f, v mnoha p\u0159\u00edpadech byl volen nevhodn\u00fd design, kter\u00fd z\u00e1konit\u011b vedl k&nbsp;z\u00edsk\u00e1n\u00ed nevalidn\u00edch dat. Nadto byly anal\u00fdzy prov\u00e1d\u011bny nep\u0159esn\u011b a z\u00e1v\u011bre\u010dn\u00e1 zji\u0161t\u011bn\u00ed v\u016f\u010di skute\u010dn\u011b z\u00e1sadn\u00edm ot\u00e1zk\u00e1m byla irelevantn\u00ed (Worthen 1990: 43). Pouze minimum studi\u00ed bylo zalo\u017eeno na&nbsp;\u0159\u00e1dn\u00e9m v\u00fdzkumu a teori\u00ed, na kter\u00fdch by bylo mo\u017en\u00e9 zalo\u017eit u\u017eite\u010dnou evalua\u010dn\u00ed praxi, existovalo pram\u00e1lo (Provus 1971: 8). Z t\u011bchto d\u016fvod\u016f se st\u00e1le v\u00edce akademik\u016f a v\u00fdzkumn\u00edk\u016f za\u010dalo v\u011bnovat rozvoji systematick\u00fdch p\u0159\u00edstup\u016f aplikovateln\u00fdch na evaluace vzd\u011bl\u00e1vac\u00edch program\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tomuto sna\u017een\u00ed v\u00fdrazn\u011b p\u0159isp\u011blo p\u0159ijet\u00ed dvou z\u00e1konn\u00fdch opat\u0159en\u00ed \u2013 v roce 1964 byl v&nbsp;USA p\u0159ijat Z\u00e1kon o ob\u010dansk\u00fdch pr\u00e1vech, o rok pozd\u011bji n\u00e1sledovalo uz\u00e1kon\u011bn\u00ed tzv. Elementary and Secondary Education Act (Z\u00e1kon o&nbsp;prim\u00e1rn\u00edm a sekund\u00e1rn\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed)[6]. V&nbsp;jejich d\u016fsledku za\u010daly b\u00fdt do&nbsp;vzd\u011bl\u00e1v\u00e1n\u00ed investov\u00e1ny velk\u00e9 finan\u010dn\u00ed obnosy, a to nejen na podporu vzd\u011bl\u00e1vac\u00edch program\u016f ur\u010den\u00fdch pro znev\u00fdhodn\u011bnou ml\u00e1de\u017e, ale&nbsp;i&nbsp;pro&nbsp;samotn\u00fd v\u00fdzkum v oblasti vzd\u011bl\u00e1v\u00e1n\u00ed. Evaluace program\u016f ve&nbsp;vzd\u011bl\u00e1v\u00e1n\u00ed se postupn\u011b stala povinnost\u00ed \u2013 zodpov\u011bdnost za finance investovan\u00e9 do konkr\u00e9tn\u00edch vzd\u011bl\u00e1vac\u00edch program\u016f byla p\u0159enesena na&nbsp;pedagogy a v\u00fdzkumn\u00edky a povinn\u00e9 evaluace se staly n\u00e1strojem pro&nbsp;udr\u017een\u00ed kontroly nad nakl\u00e1d\u00e1n\u00edm se sv\u011b\u0159en\u00fdmi finan\u010dn\u00edmi prost\u0159edky. D\u00edky tomu byla v&nbsp;letech bezprost\u0159edn\u011b n\u00e1sleduj\u00edc\u00edch navr\u017eena \u0159ada nov\u00fdch strategi\u00ed pro prov\u00e1d\u011bn\u00ed evaluac\u00ed a do\u0161lo k vyvinut\u00ed n\u011bkolika evalua\u010dn\u00edch model\u016f v\u010detn\u011b DEM (Worthen &amp; Sanders 1987: 43; Provus 1971).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Malcolm Provus na sv\u00e9m modelu pracoval v\u00edce ne\u017e dva a p\u016fl roku v&nbsp;dob\u011b sv\u00e9ho p\u016fsoben\u00ed na pozici \u0158editele v\u00fdzkumu a evaluace pro ve\u0159ejn\u00e9 \u0161koly v oblasti Pittsburgu (Pittsburg Public Schools) (Provus 1971: 4) a s\u00e1m jej pova\u017eoval za v\u00fdsledek aplikace evaluace a teorie managementu na hodnocen\u00ed program\u016f v&nbsp;m\u011bstsk\u00e9m \u0161koln\u00edm syst\u00e9mu (tamt\u00e9\u017e: 8).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Provusova pr\u00e1ce vych\u00e1zela z&nbsp;Tylerova evalua\u010dn\u00edho p\u0159\u00edstupu, kter\u00fd byl vyvinut v&nbsp;pr\u016fb\u011bhu pr\u00e1ce na tzv. Osmilet\u00e9 studii (Eight Year Study) z konce 30. let. Ralph Tyler vn\u00edmal evaluaci jako proces stanovov\u00e1n\u00ed, do jak\u00e9 m\u00edry je v praxi dosa\u017eeno c\u00edl\u016f vzd\u011bl\u00e1vac\u00edho \u0161koln\u00edho programu \u010di u\u010debn\u00edho pl\u00e1nu. Jednalo se tak o prvn\u00edho autora, kter\u00fd sledoval rozd\u00edly mezi realizac\u00ed programu v&nbsp;praxi a jeho p\u0159edem stanoven\u00fdmi c\u00edli (Worthen &amp; Sanders 1987: 63). Pr\u00e1v\u011b v&nbsp;tomto aspektu je vliv na Provusovu pr\u00e1ci evidentn\u00ed \u2013 identifikovan\u00e9 rozpory m\u011bly slou\u017eit jako z\u00e1klad pro vhodn\u00e9 \u00fapravy v&nbsp;programu c\u00edlen\u00e9 na korekci pozorovan\u00fdch nedostatk\u016f. Provus tento p\u0159\u00edstup obohatil nadefinov\u00e1n\u00edm jednotliv\u00fdch f\u00e1z\u00ed evaluace, \u010d\u00edm\u017e model z\u00edskal na systemati\u010dnosti; nav\u00edc jeho pou\u017eit\u00ed od po\u010d\u00e1tku koncipoval jako&nbsp;nep\u0159etr\u017eit\u00fd management informac\u00ed t\u00fdkaj\u00edc\u00edch se ur\u010dit\u00e9ho vzd\u011bl\u00e1vac\u00edho programu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;roce 1975, tedy kr\u00e1tce po publikov\u00e1n\u00ed sv\u00e9ho modelu, Provus p\u0159ed\u010dasn\u011b zem\u0159el, \u010d\u00edm\u017e se pr\u00e1ce na DEM zastavila a d\u00e1l systematicky rozv\u00edjen nebyl. Je-li tedy v&nbsp;evalua\u010dn\u00edch studi\u00edch pou\u017e\u00edv\u00e1n, jedn\u00e1 se o tuto podobu p\u0159edstavenou v\u00fd\u0161e, \u010dast\u011bji se nicm\u00e9n\u011b jedn\u00e1 o okle\u0161t\u011bn\u00ed komplexn\u00edho principu na hled\u00e1n\u00ed rozd\u00edl\u016f mezi t\u00edm, jak by program m\u011bl vypadat, a t\u00edm, jak skute\u010dn\u011b vypad\u00e1.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">D\u00edky popsan\u00e9mu vlivu Tylera m\u00e1 nicm\u00e9n\u011b DEM mnoho spole\u010dn\u00e9ho s&nbsp;dal\u0161\u00edm modelem, kter\u00fd tak\u00e9 n\u00e1sledoval v&nbsp;Tylerovsk\u00e9 tradici \u2013 s Hammondov\u00fdm modelem vyvinut\u00fdm v&nbsp;roce 1973 (Worthen 1990: 44). Tento model se krom\u011b ur\u010den\u00ed zda byly stanoven\u00e9 c\u00edle dosa\u017eeny \u010di nikoliv, pokou\u0161el naj\u00edt vysv\u011btlen\u00ed pro to, pro\u010d n\u011bkter\u00e9 inovace ve vzd\u011bl\u00e1n\u00ed selhaly, zat\u00edmco jin\u00e9 byly \u00fasp\u011b\u0161n\u00e9 (Worthen &amp; Sanders 1987:&nbsp;66).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Podle Mathison (2005: 117) m\u00e1 Provus\u016fv model mnoho spole\u010dn\u00e9ho tak\u00e9 s&nbsp;dal\u0161\u00edmi modely, kter\u00e9 byly vyvinuty na konci 60. let a po\u010d\u00e1tku let sedmdes\u00e1t\u00fdch. Krom\u011b model\u016f orientovan\u00fdch na c\u00edle obecn\u011b tak nap\u0159\u00edklad se&nbsp;Stakeov\u00fdm modelem \u010di CIPP (Context, Input, Process, Product) modelem Daniela L. Stufflebeama. Spole\u010dn\u00fdm prvkem DEM a CIPP je syst\u00e9mov\u00fd p\u0159\u00edstup \u2013 Provusovy t\u0159i dimenze (vstupy, pr\u016fb\u011bh, v\u00fdstupy) jsou u Stufflebeama obohaceny o kontext evaluace a v\u00fdstupy ozna\u010duje jako produkty.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.4 Zhodnocen\u00ed modelu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na z\u00e1v\u011br kapitoly p\u0159edstavuj\u00edc\u00ed model jako takov\u00fd je pozornost v\u011bnov\u00e1na jeho slab\u00fdm a n\u00e1sledn\u011b siln\u00fdm str\u00e1nk\u00e1m.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Model byl prim\u00e1rn\u011b kritizov\u00e1n pro sv\u00e9 p\u0159\u00edli\u0161 \u00fazk\u00e9 zam\u011b\u0159en\u00ed. U model\u016f orientovan\u00fdch na c\u00edle \u2013 mezi n\u011b\u017e DEM pat\u0159\u00ed \u2013 se evaluace soust\u0159ed\u00ed v\u00fdhradn\u011b na c\u00edle programu a jejich dosa\u017een\u00ed; hodnocen\u00ed vlastn\u00ed u\u017eite\u010dnosti a&nbsp;pot\u0159ebnosti programu u\u017e sou\u010d\u00e1st\u00ed t\u00e9to evaluace nen\u00ed. Ot\u00e1zkou, kterou si evalu\u00e1tor klade, je, zdali skute\u010dn\u00e9 v\u00fdstupy konverguj\u00ed s&nbsp;t\u011bmi pl\u00e1novan\u00fdmi; nicm\u00e9n\u011b vlastn\u00ed v\u00fdznam a hodnota programu posuzov\u00e1na nen\u00ed (Barret 1998: 27). V&nbsp;modelu je opom\u00edjeno i posouzen\u00ed hodnoty stanoven\u00fdch c\u00edl\u016f samotn\u00fdch (Worthen &amp; Sanders 1987: 73).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dal\u0161\u00ed slabina vych\u00e1z\u00ed ze skute\u010dnosti, \u017ee neexistuje \u017e\u00e1dn\u00fd standard \u010di m\u011b\u0159\u00edtko, podle n\u011bj\u017e by se posuzovala z\u00e1va\u017enost zji\u0161t\u011bn\u00e9 diskrepance<br>mezi stanoven\u00fdmi c\u00edli a skute\u010dn\u00fdm proveden\u00edm \u2013 jsou v\u0161echny diskrepance v\u00fdznamn\u00e9 do stejn\u00e9 m\u00edry? Je mo\u017en\u00e9 up\u0159ednostnit \u00fapravu n\u011bkter\u00fdch aspekt\u016f programu p\u0159ed jin\u00fdmi? Pokud ano \u2013 jak\u00fdm zp\u016fsobem?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Posledn\u00ed bod nen\u00ed omezen\u00ed samo o sob\u011b, ale je t\u0159eba m\u00edt tuto skute\u010dnost p\u0159i pl\u00e1nov\u00e1n\u00ed evaluace v&nbsp;pam\u011bti, jeliko\u017e m\u016f\u017ee ovlivnit hodnotu z\u00edskan\u00fdch v\u00fdsledk\u016f. \u0158\u00e1dn\u00e1 aplikace modelu a n\u00e1sledn\u011b tedy i validita v\u00fdsledk\u016f do&nbsp;velk\u00e9 m\u00edry z\u00e1vis\u00ed na stanoven\u00ed relevantn\u00edch standard\u016f. Proto by \u00favodn\u00ed f\u00e1ze Provusovy evaluace nem\u011bla b\u00fdt podcen\u011bna; naopak je nutno se j\u00ed \u0159\u00e1dn\u011b zab\u00fdvat. Nicm\u00e9n\u011b d\u00edky tomu, \u017ee je v&nbsp;t\u00e9to f\u00e1zi zapojeno hned n\u011bkolik akt\u00e9r\u016f, m\u016f\u017ee snadno nastat situace, kdy anal\u00fdzu bude komplikovat nedostatek shody mezi r\u016fzn\u00fdmi perspektivami a z\u00e1jmy a neschopnost doj\u00edt konsensu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I p\u0159es v\u00fd\u0161e uveden\u00e9 nev\u00fdhody m\u00e1 tento p\u0159\u00edstup \u0159adu p\u0159ednost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Provus\u016fv diskrepan\u010dn\u00ed evalua\u010dn\u00ed model p\u0159edstavuje p\u0159\u00edmo\u010dar\u00fd, v\u0161estrann\u00fd a v\u00edce\u00fa\u010delov\u00fd n\u00e1stroj vyvinut\u00fd pro pot\u0159eby evaluace vzd\u011bl\u00e1vac\u00edch program\u016f a jejich vylep\u0161ov\u00e1n\u00ed, kter\u00fd m\u016f\u017ee b\u00fdt pou\u017eit pro ohodnocen\u00ed program\u016f odli\u0161n\u00e9ho charakteru v&nbsp;r\u016fzn\u00fdch f\u00e1z\u00edch v\u00fdvoje \u010di samotn\u00e9ho fungov\u00e1n\u00ed \u2013 t\u011bch velmi d\u016fsledn\u011b a \u0159\u00e1dn\u011b napl\u00e1novan\u00fdch, stejn\u011b jako t\u011bch, kter\u00e9 jsou teprve v&nbsp;naprost\u00fdch za\u010d\u00e1tc\u00edch (McKenna 1981: 9). Z\u00e1kladn\u00ed princip evaluace, kter\u00fd spo\u010d\u00edv\u00e1 v porovn\u00e1v\u00e1n\u00ed ide\u00e1ln\u00edho stavu v\u016f\u010di stavu re\u00e1ln\u00e9mu, lze nicm\u00e9n\u011b p\u0159en\u00e9st i do jin\u00e9 oblasti ne\u017e je evaluace program\u016f ve vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dle Mathison (1995: 117) spo\u010d\u00edv\u00e1 hlavn\u00ed v\u00fdhoda tohoto modelu v&nbsp;jeho jednoduchosti \u2013 model dle autorky vzn\u00e1\u0161\u00ed n\u00e1roky na u\u017eivatele modelu, aby jasn\u011b a explicitn\u011b stanovil, jak\u00e9 jsou c\u00edle programu, jak\u00e9 jsou o\u010dek\u00e1van\u00e9 v\u00fdstupy, a n\u00e1sledn\u011b zji\u0161\u0165uje rozd\u00edl mezi t\u011bmito dv\u011bma \u00fadaji. DEM je proto relativn\u011b jednoduch\u00fd jak na porozum\u011bn\u00ed jeho principu, tak na pou\u017eit\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Model je jednozna\u010dn\u011b ak\u010dn\u011b orientovan\u00fd \u2013 stanovuje kroky pro dal\u0161\u00ed jedn\u00e1n\u00ed; je tak mo\u017en\u00e9 jej vn\u00edmat jako soubor postup\u016f ur\u010den\u00fdch k \u0159e\u0161en\u00ed probl\u00e9m\u016f. D\u00edky rozpozn\u00e1n\u00ed slabin programu na z\u00e1klad\u011b porovn\u00e1n\u00ed realizace oproti p\u0159eddefinovan\u00fdm standard\u016fm mohou b\u00fdt u\u010din\u011bny n\u00e1pravn\u00e9 kroky.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dal\u0161\u00ed silnou str\u00e1nkou modelu je jeho zam\u011b\u0159en\u00ed na definici programu a jej\u00ed d\u016fkladnou anal\u00fdzu coby sou\u010d\u00e1st celkov\u00e9 evaluace (Locke a kol. 2001: 516)&nbsp;\u2013 d\u00edky tomuto postupu se tak sni\u017euje riziko, \u017ee p\u0159i evaluaci dojde k&nbsp;p\u0159ehl\u00e9dnut\u00ed n\u011bkter\u00fdch aspekt\u016f programu, z\u00e1sadn\u00ed aspekty nevyj\u00edmaje.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>4. P\u0159\u00edklady aplikace modelu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;posledn\u00ed \u010d\u00e1sti t\u00e9to stati jsou p\u0159edstaveny t\u0159i studie aplikuj\u00edc\u00ed diskrepan\u010dn\u00ed model pro evaluaci vzd\u011bl\u00e1vac\u00edch program\u016f a je p\u0159id\u00e1n&nbsp;kr\u00e1tk\u00fd koment\u00e1\u0159 autorky. Studie byly vybr\u00e1ny tak, aby demonstrovaly r\u016fzn\u00e9 mo\u017enosti vyu\u017eit\u00ed Provusova modelu \u010di jeho adaptace pro evaluaci r\u016fzn\u00fdch typ\u016f vzd\u011bl\u00e1vac\u00edch program\u016f v&nbsp;odli\u0161n\u00fdch f\u00e1z\u00edch jejich v\u00fdvoje. Z\u00e1v\u011brem t\u00e9to kapitoly je zm\u00edn\u011bna aplikace tohoto modelu v&nbsp;evalua\u010dn\u00ed praxi v&nbsp;\u010cesk\u00e9 republice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>4.1 Sampong (2009): An Evaluative Study of a Distance Teacher Education Program in a University in Ghana.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sampong ve sv\u00e9 studii pou\u017eil adaptovan\u00fd Provus\u016fv diskrepan\u010dn\u00ed evalua\u010dn\u00ed model k&nbsp;evaluaci distan\u010dn\u00edho vzd\u011bl\u00e1vac\u00edho programu pro u\u010ditele na&nbsp;Univerzit\u011b v Cape Coast v&nbsp;Ghan\u011b. Tento program byl zaveden v&nbsp;roce 2001 ve snaze vypo\u0159\u00e1dat se s&nbsp;nedostatkem vy\u0161kolen\u00fdch u\u010ditel\u016f a zv\u00fd\u0161it tak kvalitu v\u00fduky na z\u00e1kladn\u00edch \u0161kol\u00e1ch prost\u0159ednictv\u00edm poskytov\u00e1n\u00ed nov\u00fdch vzd\u011bl\u00e1vac\u00edch p\u0159\u00edle\u017eitost\u00ed a vzd\u011bl\u00e1vac\u00edch slu\u017eeb aktivn\u00edm, ale nevy\u0161kolen\u00fdm u\u010ditel\u016fm. C\u00edlem studie bylo zhodnotit dan\u00fd program se zam\u011b\u0159en\u00edm se na to, jak dob\u0159e pln\u00ed sv\u016fj \u00fa\u010del.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Autor se v&nbsp;r\u00e1mci studie v\u011bnoval v\u0161em \u010dty\u0159em povinn\u00fdm f\u00e1z\u00edm modelu v&nbsp;podob\u011b, v&nbsp;jak\u00e9 byly nadefinov\u00e1ny Provusem. Pomoc\u00ed dvou dotazn\u00edkov\u00fdch \u0161et\u0159en\u00ed byly z\u00edsk\u00e1ny informace o fungov\u00e1n\u00ed a v\u00fdkonnosti programu z&nbsp;perspektivy dvou akt\u00e9r\u016f \u2013 student\u016f[7] samotn\u00fdch a administr\u00e1tor\u016f program\u016f\/zam\u011bstnanc\u016f fakulty[8]. Tato data byla n\u00e1sledn\u011b porovn\u00e1na se standardy odvozen\u00fdmi z&nbsp;designu programu. V&nbsp;p\u0159\u00edpad\u011b zaznamen\u00e1n\u00ed diskrepance byly p\u0159edlo\u017eeny n\u00e1vrhy, jak nedostatky napravit.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1kladn\u00edm v\u00fdchodiskem bylo \u0159\u00e1dn\u00e9 vymezen\u00ed designu programu, kter\u00e9 v\u00fdzkumn\u00edci provedli na z\u00e1klad\u011b dokument\u016f poskytnut\u00fdch ze strany univerzity; n\u00e1sledn\u011b byly odvozeny standardy programu specifikuj\u00edc\u00ed jeho z\u00e1m\u011br a o\u010dek\u00e1v\u00e1n\u00ed od n\u011bj, a to na z\u00e1klad\u011b designu programu, rozhovoru s&nbsp;univerzitn\u00edm \u00fa\u0159edn\u00edkem a re\u0161er\u0161\u00ed literatury. Tato f\u00e1ze byla zcela z\u00e1sadn\u00ed, nebo\u0165 umo\u017enila v\u00fdzkumn\u00edk\u016fm formulovat v\u00fdroky do v\u00fdzkumn\u00e9ho dotazn\u00edku.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ve f\u00e1zi druh\u00e9 byla na z\u00e1klad\u011b informac\u00ed z\u00edskan\u00fdch dotazn\u00edkov\u00fdm \u0161et\u0159en\u00edm posuzov\u00e1na implementace programu. Anal\u00fdza pouk\u00e1zala na p\u0159\u00edtomnost nesrovnalost\u00ed mezi pl\u00e1nem a skute\u010dnost\u00ed (nap\u0159. nedostatek po\u010d\u00edta\u010d\u016f s&nbsp;p\u0159\u00edstupem na internet ve studijn\u00edch centrech, kter\u00e9 m\u011bly usnad\u0148ovat mimo jin\u00e9 komunikaci mezi studenty navz\u00e1jem a studenty a jejich vyu\u010duj\u00edc\u00edmi). V&nbsp;n\u00e1sledn\u00e9 f\u00e1zi byly hlavn\u00edm p\u0159edm\u011btem z\u00e1jmu pr\u016fb\u011b\u017en\u00e9 v\u00fdsledky nezbytn\u00e9 pro napln\u011bn\u00ed hlavn\u00edho c\u00edle programu; tyto pr\u016fb\u011b\u017en\u00e9 v\u00fdsledky byly v&nbsp;tomto p\u0159\u00edpad\u011b nadefinov\u00e1ny jako studijn\u00ed materi\u00e1ly k&nbsp;jednotliv\u00fdm kurz\u016fm, proces distribuce materi\u00e1l\u016f a syst\u00e9m podpory student\u016f. I v&nbsp;tomto ohledu byly zji\u0161t\u011bny ur\u010dit\u00e9 odchylky od o\u010dek\u00e1v\u00e1n\u00ed \u2013 studijn\u00ed materi\u00e1ly nap\u0159\u00edklad nebyly \u0159\u00e1dn\u011b editov\u00e1ny, nebyly doru\u010dov\u00e1ny v\u010das, studenti postr\u00e1dali dostatek mo\u017enost\u00ed komunikace s&nbsp;vyu\u010duj\u00edc\u00edmi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nakonec byla posuzov\u00e1na samotn\u00e1 akademick\u00e1 a profesion\u00e1ln\u00ed kompetence student\u016f \u2013 tedy hlavn\u00ed v\u00fdstup programu. I p\u0159es diskrepance zji\u0161t\u011bn\u00e9 v&nbsp;d\u0159\u00edv\u011bj\u0161\u00edch f\u00e1z\u00edch evaluace autor studie do\u0161el k&nbsp;z\u00e1v\u011bru, \u017ee distan\u010dn\u00ed u\u010ditelsk\u00fd vzd\u011bl\u00e1vac\u00ed program pln\u00ed sv\u016fj prim\u00e1rn\u00ed \u00fa\u010del zvy\u0161ov\u00e1n\u00ed akademick\u00e9 a profesion\u00e1ln\u00ed kompetence u\u010ditel\u016f na ghansk\u00fdch z\u00e1kladn\u00edch \u0161kol\u00e1ch.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Koment\u00e1\u0159: Tato studie je d\u00edky zam\u011b\u0159en\u00ed se na v\u0161echny povinn\u00e9 f\u00e1ze DEM p\u0159\u00edkladem \u0159\u00e1dn\u00e9 aplikace Provusova modelu tak, jak jej s\u00e1m v&nbsp;70. letech zam\u00fd\u0161lel a&nbsp;nadefinoval. Vzhledem k&nbsp;tomu, \u017ee se jednalo sv\u00fdm charakterem o formativn\u00ed evaluaci a jej\u00edm c\u00edlem bylo nejen ohodnotit program, ale tak\u00e9 jej d\u00e1le rozvinout, byl pou\u017eit\u00fd model vybr\u00e1n vhodn\u011b.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>4.2 Alter, K. (1998): Electrical Construction Management Specialization Program: A Formative Evaluation.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Alter pou\u017eil Provus\u016fv model k&nbsp;prozkoum\u00e1n\u00ed v&nbsp;t\u00e9 dob\u011b nov\u011b vznikaj\u00edc\u00edho americk\u00e9ho akademick\u00e9ho programu \u2013 specializace Management elektrick\u00e9ho stavebnictv\u00ed (The Electrical Construction Management Specialization), kter\u00fd byl pro studenty otev\u0159en v&nbsp;roce 1995. P\u0159esto\u017ee byl program v za\u010d\u00e1tc\u00edch, jak akademick\u00e1 obec, tak stavebn\u00ed pr\u016fmysl jej u\u017e tou dobou dob\u0159e p\u0159ij\u00edmal.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro pou\u017eit\u00ed DEM se autor studie rozhodl pro sv\u00e9 p\u0159\u00edm\u00e9 a detailn\u00ed zam\u011b\u0159en\u00ed na definici programu, p\u0159i\u010dem\u017e v&nbsp;praxi byla aplikov\u00e1na pr\u00e1v\u011b pouze prvn\u00ed f\u00e1ze modelu, tedy anal\u00fdza jeho definice. Toto rozhodnut\u00ed bylo zd\u016fvodn\u011bno stavem, v&nbsp;n\u011bm\u017e se studijn\u00ed program nach\u00e1zel.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hlavn\u00edm \u00fa\u010delem evaluace bylo posoudit, zda je vzd\u011bl\u00e1vac\u00ed program dostate\u010dn\u011b nadefinov\u00e1n, a ur\u010dit, zda se zvolen\u00e9 prost\u0159edky jeho implementace shoduj\u00ed s&nbsp;designem programu. \u00da\u010delem bylo p\u0159\u00edpadn\u00e9 nedostatky v&nbsp;osnov\u00e1ch tohoto studijn\u00edho programu vylep\u0161it. Z\u00e1rove\u0148 bylo z\u00e1m\u011brem z\u00edskat p\u00e1dn\u00e9 od\u016fvodn\u011bn\u00ed pro p\u0159ejit\u00ed do implementa\u010dn\u00ed f\u00e1ze programu. V&nbsp;p\u0159\u00edpad\u011b, \u017ee by evaluace pouk\u00e1zala na existenci n\u011bkter\u00e9ho aspektu popsan\u00e9ho n\u00ed\u017ee, jednalo by se o dostate\u010dn\u011b opr\u00e1vn\u011bnou z\u00e1minku, pro\u010d p\u0159\u00edpadn\u011b tento rozv\u00edjej\u00edc\u00ed se program ukon\u010dit. Jednalo by se o situaci, kdy:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Zdroje by nespl\u0148ovaly minim\u00e1ln\u00ed \u00farove\u0148 pro provozov\u00e1n\u00ed programu.<\/li>\n\n\n\n<li>Jednotliv\u00e9 slo\u017eky programu by nebyly konzistentn\u00ed bu\u010f v\u016f\u010di sob\u011b navz\u00e1jem, nebo s&nbsp;jin\u00fdmi programy na odd\u011blen\u00ed.<\/li>\n\n\n\n<li>Program by nem\u011bl komplexn\u00ed definici a nebyl s&nbsp;n\u00ed v&nbsp;souladu.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159i evaluaci definice programu byla pozornost v\u011bnov\u00e1na od\u016fvodn\u011bn\u00ed pro&nbsp;existenci programu, jeho c\u00edl\u016fm, a to jak c\u00edl\u016fm hlavn\u00edm, tak d\u00edl\u010d\u00edm, je\u017e&nbsp;jsou nezbytn\u00e9 pro dosa\u017een\u00ed c\u00edle, a v&nbsp;neposledn\u00ed \u0159ad\u011b tak\u00e9 aspekt\u016fm v&nbsp;podob\u011b identifikace kontextu\u00e1ln\u00edch informac\u00ed, charakteristik\u00e1m \u00fa\u010dastn\u00edk\u016f, kvalifikace a pot\u0159ebn\u00e9 podpory programu. Definice programu byla analyzov\u00e1na tak\u00e9 s&nbsp;ohledem na jej\u00ed jasnost, vnit\u0159n\u00ed konzistenci a srozumitelnost.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na z\u00e1klad\u011b evaluace byly identifikov\u00e1ny ur\u010dit\u00e9 rozpory v&nbsp;podob\u011b nejasn\u00e9 \u010di neexistuj\u00edc\u00ed definice d\u00edl\u010d\u00edch prvk\u016f programu, \u010d\u00edm\u017e byly specifikov\u00e1ny p\u0159\u00edle\u017eitosti pro zp\u0159esn\u011bn\u00ed a vylep\u0161en\u00ed celkov\u00e9 definice programu, kter\u00e9 by m\u011bly b\u00fdt provedeny p\u0159ed pokro\u010den\u00edm do dal\u0161\u00ed f\u00e1ze evaluace. Na z\u00e1klad\u011b rozpor\u016f byla d\u00e1na doporu\u010den\u00ed, jak tyto \u201emezery\u201c zmen\u0161it, nap\u0159. \u0159\u00e1dn\u011b nadefinovat a popsat pr\u016fb\u011bh programu, v\u010detn\u011b jasn\u00e9 definice v\u0161ech prvk\u016f programu \u2013 kurz\u016f, n\u00e1sledn\u00e9ho uplatn\u011bn\u00ed, apod., \u010di p\u0159esn\u011bji definovat zam\u00fd\u0161len\u00fd rozsah programu, tzn. pro jak\u00e9 studenty je ur\u010den, jac\u00ed vyu\u010duj\u00edc\u00ed jsou adekv\u00e1tn\u00ed, apod.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Koment\u00e1\u0159: Proto\u017ee se jednalo o formativn\u00ed evaluaci navr\u017eenou tak, aby identifikovala slab\u00e9 str\u00e1nky programu za \u00fa\u010delem jejich pat\u0159i\u010dn\u00e9 \u00fapravy, lze pou\u017eit\u00ed DEM pova\u017eovat za vhodn\u00e9. A\u010dkoliv Alter rozhodnut\u00ed o aplikaci pouze prvn\u00ed f\u00e1ze modelu ospravedlnil stavem programu, kter\u00fd byl v&nbsp;dob\u011b pr\u016fb\u011bhu evaluace teprve v ned\u00e1vn\u00e9 dob\u011b nadefinov\u00e1n a nach\u00e1zel se v&nbsp;ran\u00e9 f\u00e1zi implementace, a tento krok s\u00e1m pova\u017eoval za mo\u017en\u00e9 omezen\u00ed p\u0159edkl\u00e1dan\u00e9 evaluace, autorce nen\u00ed zn\u00e1mo, \u017ee by byl aplikov\u00e1n i zbytek modelu ve chv\u00edli, kdy byla realizace ostatn\u00edch f\u00e1z\u00ed modelu mo\u017en\u00e1, a model byl tak vyu\u017eit jen z\u010d\u00e1sti.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>4.3 Regan a kol. (2000): Provus\u2019 Discrepancy Evaluation of the DriveSmart Novice Driver CD-ROM Training Product<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto p\u0159\u00edpad\u011b v\u00fdzkumn\u00edci pou\u017eili DEM pro evaluaci CD-ROM vzd\u011bl\u00e1vac\u00edho programu DriveSmart. C\u00edlem programu bylo rychleji rozvinout percep\u010dn\u00ed a kognitivn\u00ed schopnosti a dovednosti d\u016fle\u017eit\u00e9 pro sn\u00ed\u017een\u00ed rizika dopravn\u00edch nehod mezi mlad\u00fdmi, za\u010d\u00ednaj\u00edc\u00edmi \u0159idi\u010di. Vzd\u011bl\u00e1vac\u00ed program, jeho\u017e obsah byl prim\u00e1rn\u011b stanoven na z\u00e1klad\u011b literatury pojedn\u00e1vaj\u00edc\u00ed o&nbsp;bezpe\u010dnosti na silnic\u00edch, byl vyvinut na z\u00e1klad\u011b v\u00fdzkumn\u00e9ho programu centra Monash University v&nbsp;roce 1999.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00da\u010delem studie bylo prov\u00e9st evaluaci v\u00fd\u0161e zmi\u0148ovan\u00e9ho CD-ROMu a&nbsp;na&nbsp;jej\u00edm z\u00e1klad\u011b doladit cvi\u010den\u00ed obsa\u017een\u00e1 v&nbsp;r\u00e1mci vzd\u011bl\u00e1vac\u00edho programu, aby byla maximalizov\u00e1na efektivita v\u00fduky.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;r\u00e1mci evaluace v\u00fdzkumn\u00edci provedli dva d\u00edl\u010d\u00ed v\u00fdzkumy: (1) experiment, v&nbsp;jeho\u017e pr\u016fb\u011bhu byl pou\u017eit modern\u00ed simul\u00e1tor \u0159\u00edzen\u00ed pro ohodnocen\u00ed instrukt\u00e1\u017en\u00ed \u00fa\u010dinnosti programu a (2) hodnocen\u00ed u\u010debn\u00edho pl\u00e1nu programu pomoc\u00ed aplikace diskrepan\u010dn\u00edho modelu evaluace. Evaluace zalo\u017een\u00e1 na&nbsp;DEM se soust\u0159edila na identifikaci konkr\u00e9tn\u00edch nedostatk\u016f programu na z\u00e1klad\u011b ur\u010den\u00ed existence rozporu mezi re\u00e1ln\u00fdm fungov\u00e1n\u00edm a standardy a n\u00e1sledn\u00e9 odpov\u00eddaj\u00edc\u00ed poupraven\u00ed programu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Standardy byly stanoveny seps\u00e1n\u00edm t\u011bch prvk\u016f vzd\u011bl\u00e1vac\u00edho programu, kter\u00e9 pod\u00e1valy d\u016fkazy o validit\u011b, reliabilit\u011b, \u00fa\u010dinnosti, proveditelnosti a&nbsp;pou\u017eitelnosti \u2013 tedy prvk\u016f pova\u017eovan\u00fdch za kl\u00ed\u010dov\u00e9 pro \u00fasp\u011bch programu. Konkr\u00e9tn\u00edmi p\u0159\u00edklady t\u011bchto nadefinovan\u00fdch standard\u016f byly nap\u0159.: Studenti rozum\u00ed pojm\u016fm a fr\u00e1z\u00edm pou\u017e\u00edvan\u00fdch v&nbsp;programu DriveSmart. Po\u0159ad\u00ed cvi\u010den\u00ed v&nbsp;programu DriveSmart se student\u016fm zd\u00e1 b\u00fdt logick\u00e9. \u00davod a&nbsp;online n\u00e1pov\u011bda umo\u017e\u0148uje student\u016fm efektivn\u011b pou\u017e\u00edvat program DriveSmart bez vn\u011bj\u0161\u00ed asistence.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prost\u0159ednictv\u00edm r\u016fzn\u00fdch technik sb\u011bru dat \u2013 dotazn\u00edky, hloubkov\u00e9 rozhovory, pozorov\u00e1n\u00ed, zaznamen\u00e1v\u00e1n\u00ed informac\u00ed vych\u00e1zej\u00edc\u00edch z&nbsp;vlastn\u00edho pou\u017e\u00edv\u00e1n\u00ed programu (nap\u0159. zp\u016fsob odpov\u00edd\u00e1n\u00ed na ot\u00e1zky s&nbsp;v\u00edce mo\u017enostmi odpov\u011bd\u00ed, \u010das str\u00e1ven\u00fd vypl\u0148ov\u00e1n\u00ed toho kter\u00e9ho cvi\u010den\u00ed, uveden\u00e9 koment\u00e1\u0159e), byly v&nbsp;dal\u0161\u00edm kroku pro ka\u017ed\u00fd standard z\u00edsk\u00e1ny informace, kter\u00e9 slou\u017eily jako d\u016fkaz, zdali je tento aspekt v&nbsp;praxi napl\u0148ov\u00e1n. Jin\u00fdmi slovy zdali mezi re\u00e1ln\u00fdm fungov\u00e1n\u00edm programu a p\u016fvodn\u00ed p\u0159edstavou existuje shoda, nebo naopak diskrepance. V&nbsp;p\u0159\u00edpad\u011b, kdy byla identifikov\u00e1na n\u011bjak\u00e1 nesrovnalost, evalu\u00e1to\u0159i dali doporu\u010den\u00ed v&nbsp;podob\u011b mo\u017en\u00fdch opat\u0159en\u00ed, kter\u00e9 by m\u011bly v\u00e9st k&nbsp;souladu mezi o\u010dek\u00e1v\u00e1n\u00edm a prax\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Koment\u00e1\u0159: Auto\u0159i uv\u00e1d\u011bj\u00ed, \u017ee pou\u017eili diskrepan\u010dn\u00ed model a studie, zd\u00e1 se, sleduje postup evalua\u010dn\u00edho procesu zp\u016fsobem, jak\u00fdm jej Provus nadefinoval \u2013 (1) definice standard\u016f, (2) identifikace diskrepanc\u00ed a (3) \u00faprava programu nebo standard\u016f odpov\u00eddaj\u00edc\u00edm zp\u016fsobem. Je zaj\u00edmav\u00e9, \u017ee nikde nezmi\u0148uj\u00ed jak\u00e9koliv evalua\u010dn\u00ed f\u00e1ze. Tato skute\u010dnost vede k&nbsp;zamy\u0161len\u00ed, zdali se skute\u010dn\u011b jedn\u00e1 o komplexn\u00ed pou\u017eit\u00ed Provusova modelu, nebo \u201epouze\u201c o zachov\u00e1n\u00ed z\u00e1kladn\u00edho principu sledov\u00e1n\u00ed souladu mezi t\u00edm, co ve skute\u010dnosti je, a co by m\u011blo b\u00fdt. Studie neposkytuje dostatek informac\u00ed o tom, jak\u00fdm zp\u016fsobem byly standardy programu nadefinov\u00e1ny, ani&nbsp;k\u00fdm byly nadefinov\u00e1ny.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><br><strong>4.4 Vyu\u017eit\u00ed diskrepan\u010dn\u00edho modelu v&nbsp;\u010cesk\u00e9 republice<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A\u010dkoliv je evaluace i v&nbsp;\u010cesk\u00e9 republice ned\u00edlnou sou\u010d\u00e1st\u00ed vzd\u011bl\u00e1vac\u00edho syst\u00e9mu (Pr\u016fcha 1995), autorce nen\u00ed zn\u00e1mo, \u017ee by byly ve\u0159ejn\u011b publikov\u00e1ny studie, ve kter\u00e9 by Provus\u016fv model, respektive diskrepan\u010dn\u00ed evaluace, byl pro evaluaci ve vzd\u011bl\u00e1n\u00ed aplikov\u00e1n.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicm\u00e9n\u011b je zn\u00e1ma aplikace diskrepan\u010dn\u00edho modelu v&nbsp;jin\u00e9 oblasti, a sice v&nbsp;r\u00e1mci pl\u00e1novac\u00ed evaluace v&nbsp;r\u00e1mci projektu z&nbsp;oblasti soci\u00e1ln\u00ed integrace \u201eVytvo\u0159en\u00ed a podpora lok\u00e1ln\u00edho partnerstv\u00ed pro soci\u00e1ln\u011b vylou\u010denou lokalitu P\u0159ichystalova 70\u201c (SocioFactor s.r.o. 2011). Tato studie je uk\u00e1zkou toho, \u017ee diskrepan\u010dn\u00ed model je aplikovateln\u00fd i v&nbsp;jin\u00fdch kontextech ne\u017e&nbsp;pouze ve vzd\u011bl\u00e1v\u00e1n\u00ed, a z\u00e1rove\u0148 p\u0159\u00edpadem, kdy je pracov\u00e1no pouze se&nbsp;z\u00e1kladn\u00edm principem tohoto zp\u016fsobu evalua\u010dn\u00edho procesu bez jak\u00e9koliv reference ke komplexn\u011bj\u0161\u00edmu pojet\u00ed v&nbsp;podob\u011b r\u016fzn\u00fdch f\u00e1z\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>5. Z\u00e1v\u011br<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tento \u010dl\u00e1nek p\u0159edstavil Provus\u016fv diskrepan\u010dn\u00ed evalua\u010dn\u00ed model. Nejd\u0159\u00edve byla v&nbsp;obecn\u00e9 rovin\u011b p\u0159edstavena oblast evaluace vzd\u011bl\u00e1vac\u00edch program\u016f, n\u00e1sledn\u011b byla pozornost v\u011bnov\u00e1na modelu jako takov\u00e9mu. Byla pod\u00e1na jeho z\u00e1kladn\u00ed charakteristika, v\u010detn\u011b podrobn\u011bj\u0161\u00edho rozpracov\u00e1n\u00ed jeho jednotliv\u00fdch \u010d\u00e1st\u00ed a zasazen\u00ed do \u0161ir\u0161\u00edho historick\u00e9ho kontextu. Tuto \u010d\u00e1st uzav\u0159elo shrnut\u00ed siln\u00fdch a slab\u00fdch str\u00e1nek DEM. V posledn\u00ed \u010d\u00e1sti byly p\u0159edstaveny t\u0159i studie, kter\u00e9 demonstrovali mo\u017enosti vyu\u017eit\u00ed modelu v&nbsp;praxi, a bylo kr\u00e1tce okomentov\u00e1no praktick\u00e9 vyu\u017e\u00edv\u00e1n\u00ed modelu v&nbsp;\u010cesk\u00e9 republice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A\u010dkoliv byl DEM postupn\u011b zatla\u010den do pozad\u00ed jin\u00fdmi, pozd\u011bji navr\u017een\u00fdmi modely pro evaluace ve vzd\u011bl\u00e1v\u00e1n\u00ed a nepat\u0159\u00ed mezi ty nej\u010dast\u011bji pou\u017e\u00edvan\u00e9 modely, p\u0159edstavuje v&nbsp;historii evaluace ve vzd\u011bl\u00e1n\u00ed jeden z&nbsp;mo\u017en\u00fdch typ\u016f p\u0159\u00edstupu (nap\u0159. Hendl 2004: 296).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hlavn\u00ed silnou str\u00e1nku dan\u00e9ho evalua\u010dn\u00edho modelu p\u0159edstavuje jeho jednoduchost, samotn\u00fd proces evaluace by v\u0161ak nem\u011bl b\u00fdt podcen\u011bn \u2013 ur\u010dov\u00e1n\u00ed krit\u00e9ri\u00ed, na jejich\u017e z\u00e1klad\u011b budou postaveny standardy pozd\u011bji porovn\u00e1van\u00e9 s&nbsp;konkr\u00e9tn\u00ed realizac\u00ed jednotliv\u00fdch aspekt\u016f programu, m\u016f\u017ee b\u00fdt problematick\u00e9. Zejm\u00e9na vezmeme-li v&nbsp;potaz, \u017ee v&nbsp;procesu jsou zapojeni r\u016fzn\u00ed akt\u00e9\u0159i sleduj\u00edc\u00ed r\u016fzn\u00e9 z\u00e1jmy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">DEM nep\u0159edepisuje konkr\u00e9tn\u00ed techniky pro sb\u011br \u010di anal\u00fdzu informac\u00ed v&nbsp;pr\u016fb\u011bhu evaluace, sp\u00ed\u0161e p\u0159edkl\u00e1d\u00e1 seznam krok\u016f, jak evaluaci napl\u00e1novat a prov\u00e9st. D\u00edky tomu, \u017ee pro z\u00edsk\u00e1n\u00ed informac\u00ed pot\u0159ebn\u00fdch pro identifikaci diskrepanc\u00ed a n\u00e1sledn\u00e9 poskytnut\u00ed sm\u011bru pro \u00fapravu programu mohou b\u00fdt pou\u017eity jak kvantitativn\u00ed, tak kvalitativn\u00ed metody, jedn\u00e1 se o&nbsp;velmi v\u0161estrann\u00fd model pou\u017eiteln\u00fd pro evaluaci r\u016fzn\u00fdch typ\u016f program\u016f za r\u016fzn\u00fdch podm\u00ednek.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Diskrepan\u010dn\u00ed model je neju\u017eite\u010dn\u011bj\u0161\u00ed ve chv\u00edli, kdy se hodnocen\u00fd program nach\u00e1z\u00ed ve formativn\u00ed f\u00e1zi; evaluace se pak st\u00e1v\u00e1 sou\u010d\u00e1st\u00ed v\u00fdvoje programu \u2013 c\u00edlem evaluace je odhalit slabiny vytv\u00e1\u0159en\u00e9ho programu, aby bylo mo\u017en\u00e9 v\u010das tyto nedostatky napravit, v&nbsp;krajn\u00edm p\u0159\u00edpad\u011b doj\u00edt k rozhodnut\u00ed program zcela ukon\u010dit. Evalu\u00e1tor pln\u00ed&nbsp;roli facilit\u00e1tora, kontrolora standard\u016f programu a experta na v\u00fdzkumn\u00fd design (Provus 1971).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Pozn\u00e1mky pod \u010darou:<\/strong><br>[1] Model byl publikov\u00e1n v roce 1971 v knize The Discrepancy Evaluation Model.<br>[2] Stakeholders je term\u00edn souhrnn\u011b ozna\u010duj\u00edc\u00ed jedince, skupiny nebo organizace, kter\u00e9 jsou ur\u010dit\u00fdm zp\u016fsobem zainteresovan\u00ed na fungov\u00e1n\u00ed programu. Jedn\u00e1 se nap\u0159\u00edklad o investory a sponzory, administr\u00e1tory a jin\u00fd person\u00e1l, klienty, u\u017eivatele program\u016f \u2013 v p\u0159\u00edpad\u011b vzd\u011bl\u00e1v\u00e1n\u00ed studenty, atp.<br>[3] Do evaluace vzd\u011bl\u00e1vac\u00edch program\u016f spad\u00e1 evaluace osnov, studijn\u00edch osnov, vzd\u011bl\u00e1vac\u00edch pl\u00e1n\u016f, projekt\u016f, apod.<br>[4] Nap\u0159. komparativn\u00ed studie Josepha Rice z let 1897\u20131898, v n\u00ed\u017e se zab\u00fdval pravopisn\u00fdmi dovednostmi 33 000 student\u016f rozs\u00e1hl\u00e9ho americk\u00e9ho \u0161koln\u00edho syst\u00e9mu.<br>[5] Jedn\u00e1 se nap\u0159\u00edklad o n\u00e1sleduj\u00edc\u00ed zdroje: studenti, zam\u011bstnanci\/person\u00e1l, administrativn\u00ed podpora, technick\u00e9 za\u0159\u00edzen\u00ed, \u010das, atd.<br>[6] Z\u00e1kon Elementary and Secondary Education Act (ESEA) byl p\u0159ijat coby sou\u010d\u00e1st tzv. \u201cV\u00e1lky proti chudob\u011b\u201d (War on Poverty). Z\u00e1kon klade d\u016fraz na rovn\u00fd p\u0159\u00edstup ke vzd\u011bl\u00e1n\u00ed a stanovuje vysok\u00e9 standardy a zodpov\u011bdnosti. V roce 2002 byl z\u00e1kon ESEA novelizovan\u00fd a znovu zmocn\u011bn\u00fd Kongresem jako No Child Left Behind Act (Z\u00e1kon \u017d\u00e1dn\u00e9 d\u00edt\u011b nez\u016fstane pozadu).<br>[7] Studenty byli v tomto p\u0159\u00edpad\u011b nevy\u0161kolen\u00ed u\u010ditel\u00e9.<br>[8] Dotazn\u00edky byly distribuov\u00e1ny n\u00e1hodn\u00e9mu vzorku pro ka\u017edou ze dvou c\u00edlov\u00fdch skupin.<br>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Zdroje<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[1] ALIAKBARI, M., GHOREYSHI, M. (2013) On the Evaluation of Master of&nbsp;Arts Program in Teaching English as a Foreign Language (TEFL) at&nbsp;Ilam University.&nbsp;European Online Journal of Natural and Social Sciences, Vol&nbsp;2(2): pp. 545.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[2] ALTER, K. (1998) Electrical Construction Management Specialization Program: A Formative Evaluation. Purdue University, West Lafayette, Indiana. Journal of Construction Education, Vol. 3(2): 60-72.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[3] BARRETT, G. W. (1998)&nbsp;Educational Evaluation: Two Theoretical Models.&nbsp;(Doctoral dissertation, University of British Columbia).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[4] HENDL, J. (2004) \u00davod do kvalitativn\u00edho v\u00fdzkumu. Praha: Karolinum.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[5] LINCOLN, Y. S., GUBA, E. G. (1980) The Distinction Between Merit and&nbsp;Worth in Evaluation.&nbsp;Educational Evaluation and Policy Analysis:&nbsp;61-71.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[6] LOCKE, D. C., MYERS, J., HERR, E. L. (Eds.). (2001)&nbsp;The Handbook of&nbsp;Counseling. Sage.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[7] MATHISON, S. (Ed.). (2005)&nbsp;Encyclopedia of Evaluation. Sage.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[8] McKENNA, C. (1981) Making Evaluation Manageable.&nbsp;Journal of Extension, Vol. 81(5).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[9] NYRE, G. F., ROSE, C. (1979) The Practice of Evaluation. POD Quarterly: The Journal of the Professional and Organizational Development Network in&nbsp;Higher Education. Paper 20.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[10] Office of Superintendent of Public Instruction, State of Washington. Elementary and Secondary Educational Act (ESEA). [online]. [cit. 2013-12-22]. Dostupn\u00e9 z: http:\/\/www.k12.wa.us\/esea\/<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[11] PAL\u00c1N, Z. (2002) V\u00fdkladov\u00fd slovn\u00edk: lidsk\u00e9 zdroje: v\u00fdchova, vzd\u011bl\u00e1v\u00e1n\u00ed, p\u00e9\u010de, \u0159\u00edzen\u00ed. Praha: Academia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[12] PATTON, M. Q. (1982) Practical Evaluation. SAGE Publications.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[13] PRESKILL, H., RUSS-EFT, D. (2005) Building Evaluation Capacity: 72 Activities for Teaching and Training. SAGE Publications.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[14] PROVUS, M. (1971) The Discrepancy Evaluation Model. An Approach to Local Program Improvementand Development. [online]. [cit. 2013-12-19]. Dostupn\u00e9 z: http:\/\/files.eric.ed.gov\/fulltext\/ED030957.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[15] PR\u016eCHA, J. (1996) Pedagogick\u00e1 evaluace. Hodnocen\u00ed vzd\u011bl\u00e1vac\u00edch program\u016f, proces\u016f a v\u00fdsledk\u016f. Brno.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[16] REGAN, M. A., TRIGGS, T. J., MITSOPOULOS, E., DUNCAN, C. C., GODLEY, S. T., WALLACE, P. (2000) Provus\u2019 Discrepancy Evaluation of&nbsp;the&nbsp;DriveSmart Novice Driver CD-ROM Training Product.&nbsp;Monash University Accident Research Centre, VIC.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[17] ROSSI, P. H., LIPSKEY, M. W., FREEMAN, H. E. (2003) Evaluation: A&nbsp;Systematic Approach. Sage Publications.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[18] SAMPONG, K. A. (2009) An Evaluative Study of a Distance Teacher Education Program in a University in Ghana.&nbsp;The International Review of Research in Open and Distance Learning, Vol. 10(4).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[19] SCRIVEN, M. (1991) Evaluation Thesaurus. SAGE Publications.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[20] SOCIOFACTOR s.r.o. (2011). Pl\u00e1novac\u00ed evaluace. Pro pot\u0159eby Sdru\u017een\u00ed Podan\u00e9 ruce, o. s. Dostupn\u00e9 z: http:\/\/www.podaneruce.cz\/data\/home\/pechova\/lokal\/planovaci-evaluace-prichystalova.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[21] WORTHEN, B. (1990) Program Evaluation. H. Walberg &amp; G. Haertel (Eds.), The International Encyclopedia of Educational Evaluation: 42-47. Toronto, ON: Pergammon Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[22] WORTHEN, B., SANDERS, J. R. (1987) Educational Evaluation: Alternative Approaches and Practical Guidelines. Longman. [online]. [cit. 2013-12-19]. Dostupn\u00e9 z: https:\/\/archive.org\/stream\/EducationalEvaluationAlternative<br>ApproachesAndPracticalGuidelines\/EducationalEvaluationAlternativeApproachesAndPracticalGu_djvu.txt<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[23] YARBROUGH, D. B., SHULHA, L. M., CARUTHERS, F. A., HOPSON R. K. (2011) The Program Evaluation Standards: A Guide for Evaluators and Evaluation Users. 3rd edition. SAGE Publications.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The article deals with Provus Discrepancy Evaluation Model (DEM) used for evaluation of educational programs. First, it focuses on the field of evaluation of educational programs in general. Then attention is paid to the model itself.<\/p>\n<p>The basic principle of Provus model, which belongs to models objective-based evaluations, is comparing expected and required state (so called standard) with a real state. DEM consists of five stages which correspond to the program\u2019s natural development \u2013 its definition, installation, process, product and cost-benefit analysis. In each of these phases standards are defined and their comparison with real program installation. The objective is to decide whether some discrepancy exists between these two aspects.<\/p>\n<p>Historical context of origins of the model is presented and this part is concluded by summary of its strengths and weaknesses. In the last part of this article, three studies which use DEM are briefly introduced to demonstrate possibilities of its use in practice, including a commentary on practical use of the model in the Czech Republic.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[26],"tags":[],"class_list":["post-1363","post","type-post","status-publish","format-standard","hentry","category-articles"],"acf":[],"_links":{"self":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1363","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/comments?post=1363"}],"version-history":[{"count":2,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1363\/revisions"}],"predecessor-version":[{"id":1366,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1363\/revisions\/1366"}],"wp:attachment":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/media?parent=1363"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/categories?post=1363"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/tags?post=1363"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}