Influences of the Expertise-Oriented Approach: Uses, Strengths, and Limitations

Influences of the Expertise-Oriented Approach: Uses, Strengths, and Limitations

Influences of the Expertise-Oriented Approach: Uses, Strengths, and Limitations
Influences of the Expertise-Oriented Approach: Uses, Strengths, and Limitations

Expertise-oriented approaches, generally referred to by other names, are used extensively in the United States and other countries today. Accreditation efforts are changing and expanding. Governments continue to appoint expert commissions to study issues and make recommendations. Often, such commissions help to protect government leaders from the ire of citizens when government needs to address a controversial issue. For example, closing military bases in the United States has been a controversial issue, in spite of the fact that too many bases exist. Congress and the president have resorted to appointing commissions of experts to provide “objective, non-partisan, and independent reviews” of recommendations for major base closures (http:www.brac.gov, homepage). The process has been used five times since the first commission was appointed in 1988, most recently in 2005. Like many blue-ribbon panels, the commissions have included experts in a variety of areas related to the issue. The commissions conduct site visits, seek input from the public and other experts, review information, and make recommendations to the President. The recommendations take effect unless Congress rejects the proposal within 45 days. These commissions have been able to take important actions to improve the efficiency and effectiveness of the placement of military bases.

Collectively, expertise-oriented approaches to evaluation have emphasized the central role of expert judgment, experience, and human wisdom in the evaluative process and have focused attention on such important issues as whose standards (and what degree of transparency) should be used in rendering judgments about programs. Conversely, critics of this approach suggest that it may permit evaluators to make judgments that reflect little more than personal biases. Others have noted that the presumed expertise of the experts is a potential weakness. Those using or contracting for expertise-oriented evaluations should consider carefully the various areas of expertise required for their team of expert judges. Too often the team contains only content experts, people who know various elements of the subject matter to be judged, but may lack experts in the evaluation process itself. The artic- ulation of standards, whether by the contracting organization or by the team of experts, is also important to clarify the criteria and methods used to make the judg- ments requested. Of course, as Elliot Eisner would argue, experts should look beyond the standards and use their connoisseurship to describe, interpret, and judge the dimensions they know to be important to the quality of the product. But, articulated standards help to introduce some consistency across experts and to facil- itate useful discussions among the experts when disagreements do occur.

Eisner’s writings influenced evaluators to think more about the nature of evaluation judgments and the role that experience and connoisseurship can play in helping them to notice important elements of the program or product to be evaluated. However, Eisner did not remain active in the evaluation field, and the approach was used infrequently, generally by his immediate students. Still, we continue to study his writings because of the influences he has had on evaluation practice today. Donmoyer (2005) notes that Eisner’s contributions prompted

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evaluators to consider different approaches to evaluation and the implications of each. Eisner also provided an important rationale for qualitative methods at a time when quantitative methods dominated the field. His work was useful in prompt- ing us to consider what we notice in an object. Connoisseurs know the important elements of a particular thing and learn how to form educated opinions about those elements. The connoisseurship-criticism approach also has its critics. Following Eisner’s initial proposals, House (1980) issued strong reservations, cautioning that the analogy of art criticism is not applicable to at least one aspect of evaluation:

It is not unusual for an art critic to advance controversial views—the reader can choose to ignore them. In fact, the reader can choose to read only critics with whom he agrees. A public evaluation of a program cannot be so easily dismissed, however. Some justification—whether of the critic, the critic’s principles, or the criticism—is necessary. The demands for fairness and justice are more rigorous in the evaluation of public programs. (p. 237)

However, more recently, Stake and Schwandt emphasize the importance to evaluation not only of measuring quality but also of conveying quality as it is experienced. Reminiscent of Eisner’s recognition of connoisseurship, they observe that “we do not have good enough standards for recognizing an evaluator’s prac- tical knowledge that arises from a combination of observational skill, breadth of view, and control of bias” (2006, p. 409). They conclude that “as with connoisseurs and the best blue ribbon panels, some of the best examples of synthesizing values across diverse criteria are those that rely on the personal, practical judgment of fair and informed individuals” (2006, p. 409).

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