Areas of evaluation are identified in which the formative/summative distinction appears inadequate: (1) knowledge-generating evaluations aimed at conceptual use; (2) developmental evaluation; and (3) use of evaluation to support intervention or empower participants. An argument is also made for the effectiveness of feedback that cannot be…

The viewpoints of contributors to the forum are reviewed. Many of the disagreements represent fundamental differences in what constitutes evaluation. All four authors agree that the formative/summative distinction is useful and will continue to be an important concept in program evaluation, although the distinction needs greater clarification.…

The Greater Avenues for Independence (GAIN) welfare-to-work program in California was evaluated by the Manpower Demonstration Research Corporation (MDRC). The evaluation relied on involvement of stakeholders, examination of program implementation, flexibility, the adaptation of evaluation questions and designs during the study, use of random…

Illustrative case studies support a contingency approach to mixed-method evaluation in which the evaluation team bases its selection of methods on the information to be provided, the availability of data, and the degree to which the program environment is an open or closed system. (SLD)

Case examples in the articles in this volume are analyzed in the mixed-method conceptual frameworks presented in the early chapters. The richer understanding derived from these approaches support the call to advance mixed-method inquiry beyond models and toward inquiry attributes that can be combined. (Author/SLD)

In recent years, the European Commission has undertaken a number of initiatives to improve evaluation in the European Union. This article reviews these initiatives and focuses on the work of the Commission's evaluation study group. The future of evaluation in the Commission is discussed in the context of management of change. (SLD)

Telephone interviews with 26 extension field staff and 53 nutrition specialists about use of impact indicators found that field staff saw little incentive for conducting evaluations and thought systemwide measures neglected individual program nuances. Specialists considered evaluations important but cited lack of time and resources as barriers.…

Reflects on fundamental questions concerning accountability in higher education: "Toward what end?"; "What data and criteria are relevant?"; "Who is responsible for what and to whom?"; and "Through what means?"; Discusses the characteristics of an effective accountability system. (EV)

Presents highlights of 8 evaluation studies conducted over 25 months in a California school district enrolling about 30,000 students. Examines the eight studies in terms of chronology and outcomes, evaluation functions, superintendent involvement, and the function of various departments in the district's Instructional Services Division. Focuses on…

Stufflebeam's model was used to evaluate guidance programs in Spanish prisons. Job search methods, information sources, and application processes were taught to 145 prisoners, with 51 controls. The program was satisfactory in terms of efficiency, effectiveness, efficacy, and impact. (Contains 16 references.) (SK)

Discusses how a feminist conception of objectivity can be used to guide a needs assessment of the sexual health needs of men who have sex with men. In the example, a feminist approach was used to inform a needs assessment that involved 1,000 men. Applied criteria proposed by D. Haraway (1988): accountability, positioning, and partiality. (SLD)

Describes a state agency's approach to developing and improving the self-assessment and accountability of local programs overseen and funded by a large statewide program. This self-assessment approach to evaluating local tobacco control programs in California is "empowerment evaluation" in action. (SLD)

Reviewed general outcome indicators using a conceptual framework from the program evaluation literature to summarize findings and issues from the domain of welfare policy in the United States. The review illustrates the new knowledge gained about the effects of requiring work and suggests questions that must be answered. (SLD)

Outlines factors to consider in assessing and evaluating continuing education programs and elaborates on seven questions to guide the process: purpose, audience, who should evaluate, what to evaluate, evaluation criteria, methods, and reporting of results. (Contains 15 references.) (SK)

Presents an adaptable, context-sensitive model for ESL/EFL program evaluation, consisting of seven steps that guide an evaluator through consideration of relevant issues, information, and design elements. Examples from an evaluation of the Reading for Science and Technology Project at the University of Guadalajara, Mexico are given. (31…