A model for the evaluation of educational programs is presented, consisting of a seven-step procedure for determining objectives, developing the assessment data, analyzing the data, and presenting it in a meaningful format. The first step is to determine the objectives for the program and enumerate them in a meaningful, measurable fashion; second,…

The author reviews and discusses a number of models for educational program evaluation and suggests sources of ideas and guidelines for educational evaluation. He stresses that program evaluation is critically necessary for the improvement of industrial arts. (MF)

A model or conceptual framework of educational program evaluation is proposed based upon three major evaluation constructs: documentation, outcome identification, and judgment of outcomes. A series of specific guidelines are presented for the practicing educator in the form of postulates underlying the constructs. (1) Program evaluation documents…

This evaluation sought to determine the impact on students of the materials developed for Project Learning Tree (PLT). Three grade groupings were analyzed: (1) elementary (grades 4-6); (2) intermediate (grades 7-9); and (3) high school (grades 10-12). The basic design consisted of a treatment versus control group using a posttest designed to…

The study compares two methods of evaluating vocational programs in Tennessee: an on-site instrument used by the Tennessee State Division of Vocational Education and a self-evaluation method using Ray's Self-Checklist of Quality Vocational-Technical Programs. The study evaluates vocational programs in office occupations and distributive,…

A case is made for, and three examples are given of the use of, "participation evaluation" in classroom, college, and state education program evaluation. This approach is based on feedback from program participants. (MDR)

The author describes his experience with an educational audit at Laredo Junior College in Texas and says that the audit is a fast, inexpensive way of evaluating vocational programs that provides immediate feedback. (MF)

Evaluates a one-day drug education program, embedded in a week-long workshop for high school journalists. Results indicate a one-day program is probably insufficient to change entrenched attitudes and behavior, and such programs may have unintended side-effects. Good program evaluation research cannot be planned as an afterthought to the program.…

Reports of fourteen program descriptions and evaluations are presented. All but two were produced by the Department of Federal Evaluation Resource Services, a model state evaluation project. The projects varied in purpose; budget; grades served; and number of students, teachers, and administrators participating. Reports vary in detail from one to…

Guidelines are presented for project evaluation techniques with emphasis on the management of a project or an educational program. Part One--general considerations--discusses the four basic concepts of the decision-making evaluation model: objectives, evaluative criteria, analysis/synthesis, and evaluation. Stages in the evaluation of a system are…

Students participating in the DISCUS program achieved a better understanding of science and improved their attitudes toward themselves, their teachers and the school than did non-participating students. (PB)

A progmatic model consisting of four dimensions for identifying components to be evaluated in various instructional programs is described. In the first dimension, major categories of any instructional program are identified: (1) appropriateness; (2) history; (3) objectives; (4) methodology; (5) evaluation procedures and (6) effectiveness.…

The contribution that educational psychologists can make to the improvement of the assessment of educational effects are discussed. Examined are ways in which current psychological knowledge, particularly psychometrics and learning theory, is relevant to: the selection of appropriate criterion measures, the measurement of educational processes,…

Cross-program evaluation, the comparison of different types of educational programs, is discussed. The advantages and disadvantages of this type of evaluation are outlined, with respect to decision making and legislation regarding funding of programs. (GDC)

A responsive educational evaluation is oriented more to program activities than to program intents, and stresses learning about the needs of the evaluation's audience, so that these value perspectives can be noted in reporting the successes and failures of the program. Most evaluation plans are more preordinate, emphasizing: (1) statements of…