Weiss' and Patton's competing views concerning the influence of program evaluation on decision-making are critiqued. Patton's approach provides an essential mechanism for achieving desired ends, once they are determined. Weiss' approach supplements that contribution by including not only expert development of means, but also expert selection of…

The readability/usefulness of a new format for the final report of the Tri-State Adoption Project--involving Arkansas, Louisiana, and Texas in a television promotion effort--were evaluated. How busy decision makers (two federal, seven state, and 17 regional program officers) can be informed of evaluation research outcomes is illustrated. (TJH)

The use of the Nominal Group Technique to identify areas for formative evaluation is described. Group characteristics, pertinent group questions, and advantages of the method are outlined. The process depersonalizes results, puts individual concerns into perspective, and focuses on improving the program (not on blaming or evaluating personnel).…

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)

Differing views about the success evaluators have had in improving programs directly are contrasted. It is suggested that evaluation, even when decisions are not based directly on evaluation outcomes, should represent continuing education for program managers, planners, and policy makers with probable impact in the future. (SLD)

Proposals satisfy a number of functions in evaluation work. This article examines how these functions differ depending on whether the proposal concerns a preordinate study in which methods are prespecified or an emergent study in which decisions about methods are made as the study proceeds. (Author/SLD)

Interviews with state legislators from Wisconsin (D. Bezruki), Massachusetts (T. P. Kennedy), and Virginia (P. Leone) illustrate the roles that evaluation is playing in the current state budget crisis. The influence of evaluation data appears largely specific to individual programs rather than systematically applied to the budgeting process. (SLD)

Continuing the interchange of ideas about evaluation methodology, the authors argue the advisability of using the entire array of methods to produce useful and persuasive findings. There is, ultimately, a truth to be sought, but no one approach has a monopoly on finding it. (SLD)

The phenomenon of empowerment in evaluation is examined by hypothesizing possible benefits and harms that may accrue from the program development process and the impact both may have on the evaluation. The evaluation of the Health Care Intervention Service of New York State offers an example. (SLD)

Four forms of evaluation are outlined: (1) evaluation and development; (2) design evaluation; (3) process evaluation; and (4) summative evaluation. Each form is understood through five dimensions (orientation, state, focus, timing, and approach), which are illustrated through evaluation of a community services training program in Australia. (SLD)

In recognition of the reduction in the number of educational evaluators functioning in the nation's schools, it is argued that educational evaluation must be promoted because of its direct and personal benefit to the individuals who authorize such evaluations. An argument is presented to use with authorizers of evaluation studies. (Author/SLD)

The application of time series analysis is described, focusing on the use of regression analysis for analyzing time series in a way that may make it more readily available to an evaluation practice audience. Practical guidelines are suggested for decision makers in government, health, and social welfare agencies. (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)