CRITERIA FOR THE EVALUATION OF SELF-INSTRUCTIONAL LANGUAGE COURSES ARE DISCUSSED IN THIS PAPER. EXAMPLES ARE BASED ON A RUSSIAN COURSE DEVELOPED BY THE AUTHOR UNDER THE CONTACT CONTRACT. TEN CRITERIA ARE IDENTIFIED, THE THREE MOST BASIC OF WHICH ARE THE FOLLOWING--ARE THE TERMINAL OBJECTIVES MET, DO THE STUDENTS IN THE EVALUATION STUDY REPRESENT…

The general objectives of this study were to determine the overall influence and impact on education of a sample of terminated ESEA Title III Operational and Planning Grants. The five major areas in the evaluation instrument included: characteristics, project accomplishments, provisions for continuation, project design, and final appraisals. The…

This sixth, and final, report features reports by 17 special consultants. Most of them have been with the study for two years. In the course of its work, members of the two study teams have visited close to 300 PACE projects, studied over 1,000 proposals, attended several meetings on ESEA Title III, and read numerous materials. In this volume,…

The preliminary experiences of a process evaluator contracted to evaluate a three year program to develop Alaskan Native leadership are presented. With hindsight, some characteristics of this particular project having implications for a process evaluator are noted and some general comments on process evaluation, based on the author's experiences,…

In response to a statewide need for locally-directed evaluation, the State of Illinois funded a locally-directed evaluation project. Developed by personnel from the University of Illinois and Northern Illinois University, this project was directed toward devising and delivering information and assistance to local education agencies (LEA's) to help…

Discrimination training in a specific, short-term, lay counseling program aimed at producing effective helpers is evaluated. Success of various lay training ventures appears to be related to the organization of specific programs with emphasis on core conditions. A week-long training program patterned after Carkhuff (1969b) included the conditions…

A 2-day seminar, attended by 35 physicians and others concerned with graduate physician education, was held to review the state-of-the-art of evaluation, current techniques, and effectiveness of programs. Presentations during the opening session were: (1) "The State of the Art of Evaluation" by Ray Elling, (2) "Defining Objectives in Evaluation"…

Evaluation efforts related to Federal education programs are discussed as to steps that have been taken and the current evaluation plan. Evaluation functions have been centralized in the Commissioner's Office of Program Planning and Evaluation. The two major kinds of evaluation activities that are carried out are (1) monitoring, and (2)…

Ten concerns encountered in the evaluation of career education programs as seen from the viewpoint of local practitioners are discussed pertaining to program definition, program evaluation instruments; measurement techniques, and student evaluations. Remedies for the areas of concern are briefly presented. (BP)

Eight key steps for effective performance appraisal are developing a positive performance climate, organizing for results, identifying organizational results objectives, defining job responsibility, training managers, developing individual performance standards, developing meaningful performance evaluation forms, and recognizing results.…

Using a stratified random sample, this study surveyed the practices of program evaluators. Practices factored into four patterns: academic evaluation, stakeholder service evaluation, decision-driven evaluation, and outcome evaluation. (RB)

The paper proposes a methodological expansion in evaluation research--an eco-behavioral approach. Implications of using the eco-behavioral approach in the evaluation of preschool programs for the disabled are discussed. This methodology is said to allow both determination of early intervention effectiveness and specification of factors responsible…

Presents guidelines for determining whether an impact study is desirable or feasible for evaluating continuing education programs. Describes evaluation methods and program aspects that can be measured. (SK)

Describes two methods for evaluating the content validity of a police recruit training program (N=105) and for translating the training evaluation information into training needs for program revision. Results of the Content Validity Ratio approach and the Matching Technique showed that these methods were successful. (LLL)