Evaluating training programs through the use of checklists is explained. One sample checklist is presented for use by managers, supervisors, and/or evaluators for the program design and developmental process evaluation. Another checklist is presented concerning learning conditions. (CT)

Workshop and conference improvement becomes a function of planning, linking, evaluating and following up on all aspects of the workshop experience. (ABM)

Examines both the explicit and implicit assumptions behind the Kirkpatrick evaluation model. Attempts to demonstrate conceptually the danger of simplistic evaluation approaches and argues for rigorous evaluation designs. (CSS)

Discusses various aspects of holistic education: (1) educators vary strategies to meet the educational need; (2) educators promote learning as a lifelong process; (3) educators accept that the learner retains ultimate responsibility for the learning process; and (4) evaluation strategies include all individuals involved in the teaching-learning…