This chapter discusses current methods of formative evaluation and suggests that these methods themselves need to be subjected to more critical research and evaluation in order to provide them with a more scientific base. Topics addressed include problems and methods associated with data gathering, evaluation designs, number of subjects available,…

This chapter addresses the problems encountered in the formative evaluation of instructional development projects and the instructional development process. Three types of formative evaluation--component, convergent, and contextual--are distinguished, and the consequences of using the wrong type of evaluation in a particular situation or project…

Guidelines for evaluating responses to requests for proposals (RFPs) for state-level educational assessment programs are presented. The guidelines articulate key choice points, options, and considerations by state (and district) testing directors as they solicit services for large-scale assessment from commercial testing companies. Focus is on…

Discusses values ascribed to performance assessment and recent criticisms of assessment and suggests model-based performance assessment for remedying and avoiding these criticisms. The paper explains the merits of a systematic approach to developing performance assessments and rubrics based on general models across ages and subject areas for…

Does educational technology work? Does its application in classrooms help children learn? Can teachers improve their own understanding and practice through technology? The answer is yes; however in a period of widespread concern about educational quality, teachers, parents, policymakers, and taxpayers deserve answers that go beyond fervent beliefs…