Discusses program evaluation methods for college learning centers. Describes the Goal Attainment Scaling method's seven steps: selecting problem areas, labeling areas of concern, weighting the scales, translating concerns into realistic goals, administering the student program, conducting follow-up, and scoring. Points to the model's flexibility,…

The Program Effectiveness Rating System evaluates educational programs by ranking the following factors: resources, student demand, accessibility, student achievement, cost effectiveness, and employability of graduates. This approach provides greater accountability to all stakeholders and increases responsiveness to changing demands. (JOW)

It is argued that attention to effectiveness criteria must be paid early in the development of nontraditional programs to assist in planning and to anticipate questions about worth and value. The criteria outlined are also applicable to traditional postsecondary institutions and programs. (Editor/LBH)

Presents a framework of proposed criteria for evaluating policy in the context of postsecondary technical education institutions. Focuses on the institutional level, the policy created at an autonomous college or technical institute. (JOW)

The design of a nurse practitioner program evaluation should (1) account for program complexity; (2) allow for judgmental and objective data; (3) provide formative data for decision making; (4) be tailored to the individual program; and (5) be relevant and meaningful to the audience. (SK)

As part of a project designed to identify appropriate and feasible methods of evaluating vocational education, this essay provides a perspective for evaluating vocational education in terms of outcomes. The first of four sections provides a rationale for studying educational outcomes. Section 2 focuses on the nature and meaning of outcomes and the…

In 1989, the Technical Assistance for Special Populations Program (TASPP) developed a process to identify exemplary vocational education programs serving youth and adults with special needs. A national survey was conducted, with responses received from more than 350 professional vocational educators of special needs students in several states. In…

Information relative to what constitutes quality vocational programs is necessary as a basis for program evaluation. Moss (1968) has defined program evaluation as the process of attributing differences between actual and comparative outcomes to program characteristics under different conditions of student characteristics and intervening…

The instrument was designed for an assessment program to assist schools and institutions in determining specific needs of their vocational programs and to provide the North Dakota State Board for Vocational Education with accountability data for use in program development. The form is divided into 12 sections to facilitate identification of…

Reviews the guidelines established by the College Outcome Measures Project with regard to evaluating general education programs in areas of (1) identifying knowledge and skill areas, (2) measuring abilities, (3) insuring fairness, (4) gaining cooperation with other institutions, and (5) reducing costs. (AYC)

A pilot project attempted to measure reactions of participants to the Technology Education Division program at the national convention of the American Vocational Association in St. Louis (December 1992). After a review of the literature, a Conference Reaction Model was developed and subjected to peer review. After several revisions, a pilot…

Written in response to pressure for British colleges and local education authorities (LEAs) to be more businesslike, this document consists almost entirely of a working manual or guide (the Educational Audit Reference Inventory) and instructions for how managers can use it to carry out effective performance evaluation of any element of their…

This document addresses two separate, though related aspects of the operation of the Guaranteed Student Loan Program (GSLP): (1) the mechanism for setting the special rate allowance (SRA); and (2) the effect of the operating requirements of the program on lender servicing costs. The study develops recommendations for improving both aspects of the…

Evaluation of health education programs has depended primarily on a behavioral approach, emphasizing quantitative assessment of knowledge and attitudes about health. The success of health programs can be explained more fully if, in addition, a qualitative approach is used to help determine why people adopt good health behaviors. (PP)

Program providers who do not give refunds should reconsider their policies. Training providers should give all attendees the opportunity to express dissatisfaction, follow up on all complaints immediately and personally, and allow dissatisfied attendees to receive full or partial refunds or attend another session or program without additional…