Statewide exit examinations play an important role in discussions on school effectiveness. Referring to educational governance concepts, this paper presumes a relation between varying organizational structures of statewide examinations across states, and heterogeneous effects on school actors. It is assumed that their ability to affect work in…

With the increasing popularity of peer assessment as an assessment tool, questions may arise about its measurement quality. Among such questions, the extent peer assessment practices adhere to standards of measurement. It has been claimed that new forms of assessment, require new criteria to judge their validity and reliability, since they aim for…

This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive,…

A cost-benefit analysis was conducted to assist the dean of UCLA Graduate School of Education in awarding a newly endowed faculty chair to the specialization which ranked "the highest in a benefits/cost sense." Advice is offered to evaluators considering using cost-benefit techniques in an educational setting. (Author/BW)

Responsive evaluation emphasizes continually changing factors: educational issues, program observation, consideration of different values held by involved groups, and needs of the audience targeted to receive the report. Preordinate evaluation, on the other hand, emphasizes formal goals, standardized measurement instruments, and values held by the…

Problems associated with current expertise in evaluation are discussed. Since evaluators are not always able to reliably achieve all levels of an evaluation project, these tasks are categorized into five levels of complexity. The author suggests a more accurate label for evaluators, "descriptive inquiry specialists," and includes guidelines for…

Based on the "Courseware Evaluation Project," supported by the Israeli Ministry of Education and Culture, this article addresses basic issues regarding formative evaluation practices in the context of computerized instruction. Topics discussed included the rationale for evaluation, elements to evaluate, dimensions for assessing quality, and…

Instruction and learning are increasingly based on competencies, causing a call for assessment methods to adequately determine competency acquisition. Because competency assessment is such a complex endeavor, one single assessment method seems not to be sufficient. This necessitates Competency Assessment Programs (CAPS) that combine different…

Stake's concept of responsive evaluation is designed to provide various decision makers with the kind of information desired and in the form most helpful for making decisions. Compared with formal research procedures, this approach has both advantages and disadvantages. It may also provide a valuable supplement to formal evaluation. (CTM)

Judgmental Policy Analysis was used to form models representing the judgmental policies of 73 educational personnel as they rated 16 programs in which characteristics were varied. Although the judges varied in criteria used and in consistency, the results illustrate potential uses of a methodology for studying the judgmental evaluative process.…

An alcohol education program for youth, developed as a district project by the Nebraska Cooperative Extension Service, was evaluated using a responsive approach derived from Stake (1975). Rather than focusing on goals and objectives, the overall evaluation design responded to needs for descriptions of the program and participants' activities.…

A survey of school science departments indicated that evaluation practices did not conform to a model implied by the Scottish Department of Education regarding role of department head, awareness and explicitness of department policy, and shared attitudes of staff. Two alternative models, based on authority or responsibility, were suggested. (CP)

British and American approaches to educational evaluation are compared in terms of definition, political genesis, the agencies which commission and execute evaluation studies, and the use of results. The future evolution of these evaluation approaches is also discussed. (JAC)

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 structure for the evaluation of all levels of educational personnel is presented. The six assumptions regarding the evaluation instrument which form the structure's rationale are listed. Two examples of its actual use are illustrated: evaluation of post secondary teachers and counselors. (Author/MV)