The role of the evaluator in insuring utilization and quality of evaluation results is discussed. Topics covered include a utilization-focused vision of accountability, overcoming staff fears of evaluation, eliciting the right information from users, situational responsiveness, and advocacy. (TJH)

The state of the art of randomized social field experiments is discussed. Topics discussed include disciplines of primary actors involved in such research, scientific value of experimentation, the nation's capacity to conduct field experiments, and society's willingness to permit such experiments. (TJH)

The role of the evaluator in the decision-making process is discussed. Topics covered include identification of decision makers and decision-making processes, delineation of informational needs, identification of the various media and forums for evaluation ideas, and definition of functions that evaluators serve. (TJH)

Areas of evaluation are identified in which the formative/summative distinction appears inadequate: (1) knowledge-generating evaluations aimed at conceptual use; (2) developmental evaluation; and (3) use of evaluation to support intervention or empower participants. An argument is also made for the effectiveness of feedback that cannot be…

Reflections on the politics of program evaluation are presented. Topics discussed include policy question development and translation into evaluation questions, translation of evaluation questions into the evaluation proper, translation of evaluation findings into policy, and generation of new policy questions. (TJH)

It is argued that reports of evaluation activities often leave much to be desired because they fail to portray the real trial-and-error processes of the research study and do not report on the logic in use at the time of the inquiry. (SLD)

The formative-summative distinction in evaluation is defended as a reasonable way to classify evaluation activities. Context ultimately defines the formative or summative functions of evaluation. The characteristics of an evaluator are defined, and points of agreement with the other contributors to the forum are noted. (SLD)

The various arts and sciences that comprise the field of program evaluation are discussed. It is argued that emphasis on rigor and expressive content has left other aspects of evaluation unexplored. Educational evaluators need to consider what programs mean and how they contribute to understanding. (SLD)

The formative/summative evaluation dichotomy suggested by M. Scriven is challenged, and a conceptual typology is presented that crosses improvement and assessment evaluation functions with process and outcome program stages for four basic types of evaluation. This framework accommodates mixed types of evaluations. (SLD)

Definitions of and approaches to naturalistic evaluation are discussed. The qualitative aspects of the discipline are reviewed; and use of naturalistic evaluation in descriptions, illustrations, explications, hypothesis testing, and assessment of public spending are defined. A new paradigm for naturalistic evaluation is proposed. (TJH)

The value of screening evaluations is assessed. Descriptions of screening programs for acquired immune deficiency syndrome and massive drug testing are presented. An example is provided of how productive evaluation work can guide a program even before the decision is made to implement it. (TJH)

Assessing results of grants programs is illustrated with evaluation activities of the National Science Foundation and other federal agencies. Methods considered are ex-ante peer review of proposed work, ex-post peer review of completed work, publications-based methods, and "look-back" methods tracing contributions of past work and…

It is time for the field of evaluation to recognize that the ability to serve policy depends as much on what is understood about how politics works as it does on the quality and appropriateness of evaluation methods. Evaluations must be defensible as the political mix changes. (SLD)

The history of the African people before slavery and colonization illustrates the ways in which different pictures of reality are created by which data are selected and ignored. The model of inquiry that verifies historical accuracy can help all program evaluators provide greater truth and equity for their clients. (SLD)

Introducing a wider perspective of evaluation into the school by developing school-based evaluation mechanisms is discussed. The approach is based on conceptual development derived from U.S. perspectives on program evaluation, actual work in schools with teachers and principals in Israel, and empirical studies in the United States. (SLD)