A structured Delphi procedure was used to secure the informed judgments of three types of adult participants (n=170) on appropriate standards for the North Carolina High School Competency Tests in Reading and Mathematics. The feasibility of the method and the amount of agreement between groups are discussed. (Author/PN)

A number of quality assurance educational evaluation methods are illustrated. Evaluation data obtained from the Providence, Rhode Island, school district are used. The methods are: (1) from auditing, internal control; (2) from accounting, double bookkeeping; and (3) from industrial quality control, acceptance sampling and cumulative percentage…

The use of standardized achievement tests as the primary criterion measures in the evaluation of basic skills programs has been criticized. In a comparative study of three types of tests, this article examines the major issue behind this criticism. (Author/JAZ)

This researcher discusses what he has learned about the field of program evaluation and makes three observations: (1) Testing does not define key objectives in evaluation. (2) Politics influences what clients want to know. (3) Case studies are necessary for epistemological reasons. (LMO)

Empirical findings lend credence to the postulation that differences among teachers regarding content knowledge ( being more pronounced in the upper grades regarding cognitive attainment of course specific content), instructional skills, and teaching experience do result in cognitive attainment differences among classes of learners. (Author/RL)

A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)

Thirteen evaluation methods are analyzed by orientation. Typically, clients want politically advantageous studies; evaluators prefer questions-oriented studies; audiences favor a values orientation. Evaluators must recognize the narrow scope of question-oriented studies and the perspectives of client and audience. (CP)