This paper synthesizes the existing literature on stakeholder involvement in program evaluation, drawing a basic distinction between deep involvement of a few versus less active involvement of a broad range of stakeholders. The paper then comments on the case studies described in this special issue and integrates them with previously published…

A historical perspective is taken on the relatively recent field of curriculum evaluation in the hope that even a preliminary consideration of some historical aspects of this field might facilitate improved ways of conceptualizing and conducting curriculum evaluation. (BW)

This paper explores the minimum competency testing clarification hearing in order to better understand the strengths and weaknesses of adversary evaluation as a vehicle for clarifying matters of public policy interest. Problems with the hearing format and suggestions for improvement are discussed. (BW)

This discussion analyzes basic principles of widely used learning-environment instruments in the light of theoretical problems in psychological and educational research. (PN)

Operationalizes the new educational assessment culture. Outlines developments in the field of learning and instruction and their effects on student assessment. Also reviews five frequently used assessment methods that fit into the new culture. Explores the notion of construct validity as it applies to educational measurement. (SLD)

The state-of-the-art in program evaluation and the latest approaches to teacher evaluation are described. A general model for personnel evaluation is presented, and a design is suggested for merging the two. The basic premise is that all educational evaluation rests on the evaluation of student needs. (SLD)

This article is intended to give a critical evaluation of the "learning test methodology," with special regard to diagnosis and optimization of learning processes. The learning test concept is based on the "pretest--educational training intervention--posttest" approach. (PN)

This article presents selected results gained by studies which deal directly or indirectly with evaluation of physics instruction at the secondary education level in the Federal Republic of Germany. (PN)

Focuses on the evaluative use of teaching portfolios for personnel decisions in higher education and compares claims for their merits against fundamental research on evaluating faculty teaching. Draws on the literature on teaching portfolio development and suggests meta-analysis to examine the impact of using portfolios for personnel decisions.…

The concept of students' cognitive preferences was analyzed considering empirical findings with cognitive preference tests. Cognitive preferences were identified as the modes of attending to the course subject matter: memory of specific facts, practical application, critical questioning of information, and identification of a fundamental…

Informal but frequent teacher evaluations of students' academic achievement are not standardized by official prescriptions dictating which reference system is to be used. Three reference norms used when evaluating achievement are: social, criterion-oriented, and individual reference norms. (PN)

This paper discusses the use of tests by American teachers over the past six decades. A representative sample of the research centering on the linkage between testing and teaching is cited. (LMO)

This overview of educational evaluation in the Netherlands provides background and details the state of the art in student, curriculum, and innovation evaluation. The role of international evaluation issues (such as evaluation criteria and the decision-making process) in evaluation theory and practice in The Netherlands is discussed. (BS)

Process indicators (PIs) of school functioning and their place within the educational indicators systems are discussed. Literature is reviewed as a basis for selection of PIs for an integral model of school effectiveness. Although it is difficult to collect data on PIs, they provide valuable information on system functioning. (SLD)

Changing views of models of evaluation are considered, with a review of models for program evaluation debated in the 1970s. The evaluation of a police probationer training program illustrates the relationship between the democratic evaluation advocated by B. MacDonald and action research. (SLD)