A representative sample of studies drawn from the published program evaluation literature is examined. It is concluded that weak designs, low statistical power, ad hoc measurement, and neglect of treatment implementation and program theory characterize the state of the art in program evaluation. (Author/BS)

The unique conceptual framework and language of generalizability theory are presented. While this chapter is relevant to any area in which generalizability theory is applicable, it emphasizes evaluation research, and most examples come from that area. (Author/PN)

In the absence of tests, society would be faced with restricted and subjective bases for evaluating students and educational programs. Among the benefits lost would be diagnosis of learning needs, sorting of individuals by skills, feedback to students to cope with school stresses, and transmitting of intellectual values. (Author/CM)