Describes a procedure for program evaluation of a special education day school. The procedure enables a program evaluator to: (1) identify priority evaluation information needs of a school staff, (2) involve those persons in evaluation design and implementation, and (3) determine the utility of the evaluation for program decision-making purposes.…

Evaluation techniques and practices do not belong to a particular theory of justice. Systems analysis evaluation consists of defining quantitative outcome measures of program success and the establishment of causal links between this measure and the program by experimental design. (JN)

Shows how the phases of Stufflebeam's Context, Input, Process, Product paradigm (CIPP) may be used by a program planner to determine whether a multicultural teacher-training workshop should be retained, modified, or eliminated. (Author/SJL)

The design and findings of a communication audit conducted in the division of university relations at the State University of New York at Buffalo are discussed. (Author/SF)

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

Describes a self-paced high school chemistry program and its development over a 14 year period. Reviews the major evolution decisions resulting in the course as it is structured presently. (Author/SA)

This paper reports several of the major findings of the 1976-77 University Based Career Education Project that have implications for college and university staff development planners and presents the major elements and techniques of the evaluation model used in 1977-78. (Author/SJL)

Describes a methodology for determining the extent of implementation of instructional innovations. The structural equations model used to measure the interaction among teacher, curriculum, and student, is given. (RAO)

To identify management development needs some organizations have adopted the assessment center method, using simulations of work situations performed before and evaluated by specially trained observers (assessors). (MF)

Articles in this special issue suggest improvements in longitudinal program evaluation to meet the challenges of evaluation of human services programs. Contributions describe innovations in design, methods, data analysis, utilization, and interpretation of the findings of longitudinal studies. (SLD)

First addresses the use of destructive labels to describe students with behavior disorders, including negative multiassessment practices, weakness-focused Individualized Education Plans (IEPs), punitive management programs, disparaging remarks, and behavioral descriptions that accentuate student weaknesses. It then suggests ways to promote dignity…

Describes the use of portfolios, which include student test scores, GPAs, samples of class work, and student surveys, as tools for assessing student ability and success at the Colorado School of Mines. Discusses the strengths and weaknesses of portfolio assessment as well as instructional and institutional changes brought about by the evaluation…

Problems and difficulties encountered in designing evaluation studies of educational projects in public education are reviewed, noting evaluation issues related to data collection, data analysis, and reporting. It is suggested that evaluation reports include qualitative and quantitative information and focus on descriptive methods of analyzing and…

Describes the concept of school readiness and considers the purpose, content, and process of assessing children's school readiness. Notes that early childhood assessment is undertaken for numerous purposes but that these purposes are not always clear. Delineates different purposes for collecting data and discusses critical principles that could…

Presents a qualitative multiple-case study of three online asynchronous computer conferences that were part of a doctoral program at Nova Southeastern University. Examines the learning process from the points of view of interaction, cognition, and discourse analysis and proposes a model for assessing sociocognitive processes in computer…