Qualitative methods can play a significant role in both formative and summative evaluations. There are at least six functions of qualitative methods in evaluation. Tables and figures present information on characteristics of qualitative and quantitative methods, selected qualitative evaluation models, and a checklist of evaluation situations for…

In this account of the drafting of the Evaluation Research Society (ERS) Standards, the author notes that the committee was concerned not only with a broad range of evaluation applications, but also with different forms of evaluation. The absence of specificity in the standards reflects the committee's steering between opposing views. (Author/LC)

Describes an evaluation technique for grading student computer programs which can reduce program grading time, as well as increase the teacher's objectivity. Elements of this technique include grading on six criteria (timeliness, problem definition, input/output design, logic design, source program, test validity). Examples are included. (CT)

The author responds to a previous article (EC 122 795) explaining and critiquing various efficiency index formulas to quantify the effectiveness of intervention in preschool program for the handicapped. (DB)

The variety of contexts, the politics of each situation, and the availability of resources all dictate variations in assessing outcomes. Seven major principles of program evaluation are considered, along with a cautionary note to the ambitious who expect large program effects. (Author)

The author proposes a role model for evaluators to be added to the numerous existing models. He presents the evaluator as an artist/painter/musician, suggesting that the evaluator's perception of an educational program's effectiveness can be expressed by a single "painting," rather than by a lengthy written report. (GDC)

Answers such questions as: What is an assessment center? Can one fake performance at a center? How many skills can be measured? Why are the same skills measured at most assessment centers? What should one be told before attending a center? (Author/IRT)

The article reviews basic behavioral program evaluation designs, and suggests how they might be effectively integrated into special education programs serving handicapped (and particularly learning disabled) children. It is concluded that the techniques of behavioral design, coupled with the essentials of teaching, enable the special education…

Aims to assist evaluators working with an institutional review board (IRB). Asserts that evaluators must accept the legitimacy of IRB review and learn about requirements and pressures even as they educate the IRB about social science methodology and empirically demonstrable risks. (SLD)

Defines four broad roles of measurement in Direct Instruction. Describes how to make effective use of assessments that are integrated into Direct Instruction programs and how to plan and implement evaluation of the broad outcomes for Direct Instruction programs. Discusses assessment, evaluation, and validity; formative evaluation; summative…

Discusses ethical challenges faced by evaluators, especially those who have gotten into problems while conducting the evaluation. Introduces the other articles in this theme section. (SLD)

Discusses the evaluation by Margaret Mead of the first Salzburg Seminar, an educational initiative undertaken to increase global understanding by broadening the perspectives of future leaders. Also describes Mead's evaluation methods. (SLD)

Comments on the evaluation by Margaret Mead of the first Salzburg Seminar (1947). Notes the strength and clarity of Mead's evaluation report, which was written without the aid of the many tools on which today's evaluators draw. (SLD)

Presents an evaluation of a secondary counseling program of a school district. Discusses steps involved in planning the evaluation and an analysis of counselor interviews, counselor log sheet data, principal interviews and parent focused group interviews. (Contains 20 references.) (GCP)

A study of training evaluation activity and challenges in 77 Kuwaiti organizations found that most respondents evaluate their programs only occasionally through the use of questionnaires. Most use the Kilpatrick model for evaluation and the most common level of evaluation is reaction type. (Contains 24 references.) (JOW)