This document describes the characteristics of a comprehensive approach to program development in guidance, counseling, placement, and follow-up programs. A comprehensive approach to program development employs a systematic planning model and related process that is derived from the scientific method aimed at development, implementation,…

This paper is a review of some of the issues, dilemmas, and constraints in the evaluation of juvenile corrections. Included are such problems as: (1) adequate assessment criteria; (2) insufficient controls in experimental designs; (3) the conflict between humaneness and effectiveness; and (4) the measurement of program goals. A critique of six…

Review of documents, formal and informal interviews, questionnaires, and observations of participants interacting with space, furniture, equipment, and materials were the main methods used to assess the correspondence between the objectives of this training cycle and its accomplishments. The participants included primarily teacher trainees and the…

The Colorado Learner Needs Assessment (CLNA) is described, with operational models for sampling, computer analysis and reporting. The rationale of the program is discussed, followed by its specifications (scope, reporting possibilities, precision and data format), development (meetings, letters, preliminary tryout, sampling and analysis plans,…

To help educators obtain more specific comparative data on preschool programs, this paper develops some common constructs for the objective assessment of any program. The constructs proposed are: (1) density, the total amount of sensory stimulation encountered within a given time span; (2) variety, the extent to which the program provides…

The paper reviews and evaluates the content of operational and experimental cross cultural training programs within the three military services. In addition, data from other sources are examined. Specific programs are described, along with the methods used for evaluating the long-range effects of cross cultural training. Finally, techniques are…

It is axiomatic that an evaluation demands a statement of goal, for without a goal there can be no judgment of progress or success. Goal statements spring from two major sources: experience or theory. One source has its foundation in the present. The other has its genesis in the envisioned future. The former is generally a comparison with the…

Evaluation models imply or assume theories of organization, behavior, and decision-making. Seldom does an evaluation model specify these assumptions. As a result, program evaluators often choose mechanistic models and their resultant information is either inadequate or inappropriate for most of the client's purposes. The Ontological Evaluation…

Three evaluation studies are used to illustrate the notion of an eclectic approach to adult education evaluation. The first study, Credit and Non-Credit Offerings in a Federal Penitentiary, evaluated the learning climate in this educational setting using data collected from participating inmates (Questionnaire), non-participating inmates…

A discussion is given of the formative evaluation process as it was conceptualized and conducted to assess a R&D training program under development. Included are a discussion of the evaluation context, the evaluation model, the procedures and instruments developed and implemented and their success, the types of evaluation problems encountered…

This packet of evaluation guidelines and instruments, developed to aid the Kentucky Advisory Council, provides tools and guidelines for evaluating vocational education programs according to relevance of content, job entry skills, and employability skills. The first section is an overview of the evaluation procedures and describes the evaluation…

The Rand Corporation's Change Agent study suggests institutional and process factors (local materials development, on-line planning, and staff training) that could guide the development of a relevant and useful evaluation model for career education programs. These factors and their implications for evaluation are discussed. (BP)

The author describes the testing efforts of Student Services in his school in the light of financial cutbacks, public demand for accountability, student demand for relevance and student apathy toward the counseling center. (Author/HMV)

Program evaluation is a tri-level process: evaluation of the learners, of the program against its own objectives, and as compared against a criterion program. Evaluation of innovative programs is primarily an issue of definition, and they should be judged in terms of the needs they were designed to satisfy. (Author/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.…