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Lincoln, Yvonna S.; Guba, Egon G. – New Directions for Program Evaluation, 1986
The emergence of a new, naturalistic, paradigm of inquiry has led to a demand for rigorous criteria that meet traditional standards of inquiry. Two sets are suggested, one of which, the "trustworthiness" criteria, parallels conventional criteria, while the second, "authenticity" criteria, is implied directly by new paradigm…
Descriptors: Evaluation Criteria, Models, Observation, Program Evaluation
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Cordray, David S. – New Directions for Program Evaluation, 1982
In focusing on why and how standards might be incorporated into the evaluation process, two themes are explored: the extent to which the Evaluation Research Society (ERS) Standards differ from other recent standards-setting activities and their applicability to local and state-level evaluation efforts. (Author/LC)
Descriptors: Evaluation Criteria, Program Evaluation, School Districts, Standard Setting
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Radzikowski, Jack; Seaver, W. Burleigh – New Directions for Program Evaluation, 1983
Four functions of federal project officers in managing program evaluations with support from contract research firms are described: (1) articulating evaluation requirements; (2) providing for fairness in contract awards; (3) monitoring ongoing studies; and (4) transmitting evaluation results to decision makers. (Author/PN)
Descriptors: Administration, Evaluation Criteria, Evaluation Methods, Evaluation Needs
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Bryk, Anthony S.; Raudenbush, Stephen W. – New Directions for Program Evaluation, 1983
Stakeholder evaluation was designed to address widely recognized problems in the conduct of evaluation. However, global propositions about the problems and prospects of program evaluation obscure the circumstances in which social science can contribute to social problem solving. (Author/PN)
Descriptors: Case Studies, Educational Policy, Evaluation Criteria, Evaluation Methods
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Williams, David D. – New Directions for Program Evaluation, 1986
To judge the usefulness of the naturalistic method for any given evaluation circumstance, several questions about the situation should be answered. Sixteen questions, with sample answers regarding a recent evaluation situation, are presented to determine the utility of the naturalistic paradigm for a potential evaluation situation. (LMO)
Descriptors: Educational Assessment, Elementary Secondary Education, Evaluation Criteria, Formative Evaluation