Focuses on issues in evaluating educational change. Topics include what should be evaluated, management of reform and evaluation, evaluation as a threat, attitudes toward evaluation, factors in drawing up an evaluation plan, management information systems, evaluation techniques, financing evaluation, and indicators of success. (KC)

External and implementation factors and their potential threats to field test validity and the practical realities of the field testing process on results are discussed. External factors include site selection, negotiations, contracts, site monitoring, training, and type of product. Implementation factors include motivation, dependence on local…

The author, chair of the Joint Committee on Standards for Educational Evaluation, compares the Evaluation Research Society (ERS) and Joint Committee Standards and proposes that ERS and the Joint Committee consider merging their standard-setting efforts. (Author/LC)

Four fundamental issues in program evaluation are discussed: (1) evaluations involve stakeholders with diverse interests; (2) data involve some degree of subjectivity; (3) meaningful interpretation of results requires understanding of the assumptions on which results are based; and (4) programs are dynamic and require flexible evaluations.…

The paper reviews the methodology of quantitative documentation of the progress of handicapped, delayed, and at risk infants in early intervention programs. The authors discuss design and analysis issues, concluding that the use of several designs and analytic techniques provides useful exploration of hypotheses in early intervention programs.…

Federal support for answers to the question "What is really going on out there?" has increased interest in the use of ethnography as a research method for evaluation of educational programs. Pros and cons of the use of ethnography for educational research are discussed. (PR)

Describes Merrill Lynch's Account Executive Simulation Exercise: a three-hour simulation designed to evaluate job applicants' potential for success as account executives from their performance in the role of an account executive. (CT)

Five causal metaphors running throughout youth employment and education programs are reviewed: (1) the functionalist economic model; (2) the institutional socialization model; (3) a psychosocial view of youth development; (4) the subcultural model; and (5) a self-determined community development vision. (Author/GK)

Reviews formative evaluation and presents a model for instructional material development and revision. The model can be used for curriculum development efforts and is designed to be helpful in a variety of instructional efforts. (CT)

An encoding approach was designed to track developmentally disabled clients through a continuum of services in a service delivery system. After four years of use, the reliability of the encoding system was evaluated and found to be an effective means of tracking clients through a service delivery system. (Author/JKS)

The growth of educational evaluation has brought with it a corresponding increase in the need to include information on the nature of the educational treatment that is to be evaluated. Treatment can be described by means of estimating degree of implementation or by modeling the instructional domain. (Author/RL)

A survey is described of the education for health activities being conducted and planned in Missouri, Iowa, Nebraska, and Kansas by official, voluntary, and private health services and health planning agencies. (JMF)

Provides the administrator with guidelines for use in evaluating teachers' implementations of basal reader programs. (HOD)

Presents elementary school teachers with four simple questions for starting a year-long evaluation program. (CM)

Workshop evaluation has become more complex as adult learners diversify, their needs evolve, and additional stakeholders require evaluative data. The evaluation process should be integrated into program planning. (SK)