Connoisseurship Evaluation Model

Introduction

Elliot Eisner’s concept of the connoisseurship evaluation model is an essential instrument for evaluating the educational life of a particular program. This evaluation methodology is based on artistic principles and provides a comprehensive view of the program’s success. It is a qualitative evaluation technique that can be used to analyze a program’s four primary dimensions: intentional, structural, curricular, and pedagogical. In this paper, I will discuss the evaluation model for connoisseurship in-depth, provide examples from both local and international contexts, and suggest data sources that can be implemented in China.

1. Intentional

Elliot Eisner developed the Connoisseurship evaluation model, which focuses predominantly on the aesthetic qualities of educational experiences. This model emphasizes the need for program evaluators to seek beauty, harmony, and spiritual qualities. It also emphasizes the need for evaluators to focus on the intentional aspects of a program, such as its purpose, design, and effect on participants. When evaluating a program using a connoisseurship model, evaluators focus on the program’s intentional components (Kinarsky et al., 2023). They will examine the program’s intended purpose and the degree to which it was accomplished. For instance, if the purpose of a program were to help students develop their critical thinking skills, evaluators would assess how well the program achieved this objective and how well students could implement the acquired skills in their daily lives. Evaluators also consider how well the program met the participants’ expectations. For instance, if a program were intended to help students fathom a particular issue, evaluators would assess how well students understood the presented material. Evaluators would also consider how well the program inspired and stimulated the participants’ imaginations.

A program in the United Kingdom that aimed to assist young people in comprehending the impact of the media on their lives is an illustration of the application of connoisseurship evaluation. The program’s objective was to assist students in comprehending the potential repercussions of media consumption. In addition, they evaluated the aesthetic qualities of the program, including the materials used, the structure of the activities, and the overall ambiance created by the program. Finally, evaluators considered how the program inspired and stimulated the participants’ imaginations.

2. Structural

The arts of music, dance, literature, and theater significantly influence the evaluation model of connoisseurship. It emphasizes qualitative aspects of evaluation, including aesthetic, artistic, and expressive qualities. In this paradigm, the evaluator assumes the role of a connoisseur and employs knowledge and discernment to assess a program’s performance. Regarding the structural dimension, connoisseurship evaluation examines a program’s structure, organization, and construction. It examines the structure and presentation of the program in order to determine its overall efficacy (Nordin et al., 2019). This may involve the use of tempo, transitions, and other structural elements that contribute to the program’s overall impact. For instance, when evaluating a music program, a connoisseur may examine the musical piece’s structure to determine if it is well-structured and advances the listener through various musical themes.

Similarly, when evaluating a theatrical performance, a connoisseur may consider the performance’s structure, from the blocking of the actors to the way the story is conveyed. On a global scale, the connoisseurship model has been applied to evaluate a vast array of educational programs, ranging from music and theater to educational technology and curriculum design. In 2015, a global evaluation of integrated learning programs assessed the structure and design of programs in the United Kingdom, the United States, and Canada using the connoisseurship model. In this evaluation, experts examined the structure of the programs and how technology was employed to create meaningful learning experiences for the students.

3. Curricular

Connoisseurship evaluation is an evaluation method that concentrates on the artistic qualities intrinsic to a program or activity. It evaluates the quality of the learning experience, the efficacy of the instructor, and the impact on the learner as a whole. It is a qualitative evaluation method emphasizing the program or activity’s aesthetic value (Hamzehlou et al., 2019). Connoisseurship evaluation examines the quality of the materials used, the content’s relevance, and the delivery’s efficacy when examining the curriculum dimension. For instance, in the United Kingdom, a connoisseurship evaluation of the National Curriculum could consider the quality of the materials used, how well the curriculum’s content is being taught, and the curriculum’s delivery efficiency. On a global scale, the International Baccalaureate program could be assessed using connoisseurship evaluation. Here, the evaluator could consider the quality of the materials used, the relevance of the content to the age group, and the efficiency of the delivery. Overall, connoisseurship evaluation offers a comprehensive, qualitative method for evaluating educational programs and activities. It assists in identifying areas of strength and vulnerability and creating an overall picture of the program’s or activity’s quality.

4. Pedagogical

Connoisseurship is an evaluation model that emphasizes the unique qualities of learning and concentrates on the aesthetics of educational practice. It views the educational practice as an art form and evaluates it according to its qualities and characteristics. Specifically, the pedagogical dimension assesses the learning environment and the efficacy of instructional methods in producing meaningful learning experiences (Wagner, 2020). A prime example of the connoisseurship evaluation model in the pedagogical dimension can be found in Finland, a country renowned for its high-quality education system and emphasis on innovative teaching techniques. Finland strongly emphasizes the pedagogical aspect of education and stresses the significance of providing learners with meaningful learning experiences. Teachers in Finland, for instance, use creative and interactive methods, such as game-based learning and problem-based learning, to engage students and foster a deeper understanding of concepts. The Reggio Emilia approach, devised in Italy, is an international example of the connoisseurship evaluation model in action. The Reggio Emilia approach is a pedagogical approach to early childhood education. It emphasizes creating a stimulating learning environment where children can explore and make sense of their experiences. The strategy also encourages innovative teaching techniques like storytelling, art activities, and hands-on learning.

Data Sources of connoisseurship evaluation in China

1. Interviews: Interviews are one of the most prevalent data sources for evaluating connoisseurship. Various stakeholders, including instructors, administrators, and students, can be interviewed. Interviews provide a method for capturing the perspectives and experiences of program participants.
2. Participant Observation: Participant observation is another data source used in connoisseurship evaluation. This data source involves observing the implementation of the program. This includes observing the interactions among students, instructors, administrators, and the program’s overall environment.
3. Program Documentation: Program documentation is an important data source for connoisseurship evaluation. Reports, handbooks, and other documents provide information about the program and its implementation as part of its documentation.
4. Student Surveys: Student surveys are an essential data source for evaluating connoisseurship in China. Surveys enable evaluators to collect the perspectives and experiences of the program’s students. Students can be surveyed about the overall program, the instruction caliber, and their satisfaction level.

Conclusion

Elliot Eisner’s connoisseurship assessment model is one of two humanistic evaluation models that provide a comprehensive picture of academic life. This paradigm evaluates the quality of educational programs based on four key dimensions: purposeful, structural, curricular, and pedagogical. For instance, purposeful refers to how educators set out to attain particular results and objectives, while structural relates to the program’s framework and structure. Curriculum evaluation examines the program’s content, whereas pedagogical evaluation examines the teaching practices and methodology employed. In China, evaluations of connoisseurship can utilize program documentation, interviews, participant observation, and surveys as data sources. These sources can give significant qualitative and quantitative data for evaluating the quality of educational programs. The connoisseurship evaluation model is an effective instrument for evaluating the quality of educational programs. It thoroughly evaluates a program’s goals, structure, curriculum, and pedagogy, which can guide decisions regarding the implementation and further development of educational programs. However, it is essential to be conscious of the model’s possible shortcomings, such as the subjectivity of connoisseurship and its reliance on qualitative data sources. However, when utilized appropriately, connoisseurship may be a useful and enlightening evaluative tool.

References

Nordin, A., & Wahlström, N. (2019). Transnational policy discourses on ‘teacher quality’: An educational connoisseurship and criticism approach. Policy Futures in Education, 17(3), 438-454.

Kinarsky, A. R., & Fujita‑Conrads, E. (2023). Evaluation Theory Synopses. Evaluation Roots: Theory Influencing Practice, 255.

Hamzehlou, Z., Yarmohammadian, M. H., & Keshtiaray, N. (2019). Evaluation of the Educator’s Experiences from Curriculum of the Art in Farhangiyan University According To Eisner’s Connoisseurship and Criticism Model. Journal of Exploratory Studies in Law and Management, 6(4), 202-215.

Wagner, B. (2020). USING EDUCATIONAL CRITICISM AND CONNOISSEURSHIP FOR QUALITATIVE RESEARCH. Curriculum and Teaching Dialogue, 22(1/2), 327–337.