Reports findings of a baseline questionnaire survey of music supervision in Canada with respect to music supervisor tasks. Describes a profile of music supervisor tasks and makes comparisons by geographic region, music supervisor type, and jurisdiction size type. Discusses the implications for a theoretical model of music supervisor function.…

Ways to monitor staff development programs include: (1) counting the number of participants; (2) obtaining participant reactions to programs; and (3) tracking participants by needs, objectives, and inservice topics. A needs assessment model of staff development focuses on information utilization, program impact, and evaluation approaches. (JN)

Compared a videotaped adversary evaluation with a traditional written report based on program participant feedback. Explored whether students, student affairs administrators, and academic administrators reached the same evaluation decision from the same evaluation information. (RC)

A program of course evaluation by faculty peers at the University of Birmingham (England) between 1974 and 1978 is described that used reciprocating partnerships of teacher and evaluator and a flexible combination of evaluation procedures. Implications for evaluation methodology, staff development, and course development are discussed. (Author/MSE)

Reviewed research on practicum supervision in terms of findings and research designs employed. Classified research according to counselor-supervisor similarity, training methods, and evaluation. Conclusions indicated no support for supervisor-counselor matching, support for experiential, modeling and didatic methods, and peer supervision. (Author)

Research on the methods of clinical social work suggests that earlier pessimism about the effectiveness of these methods is no longer warranted. A brighter picture is emerging, based on the development of new forms of practice and better designed experiments. (Author)

Traditionally, methods for evaluating school dental health education projects have focused on student behavior change as the outcome of such programs. A more realistic evaluation plan is presented which examines skill acquisition among students. (JN)

Examines the inherent problems in evaluating writing skills, particularly as practiced by the General Education Development Testing Service. (RL)

Reviews methodology and findings of a study comparing the locally directed evaluation (LDE) practices in vocational education between Illinois community colleges and secondary schools. Analyzes responses from 74 percent (N=29) of the community colleges and 51 percent (N=61) of the secondary schools with respect to LDE purposes, activities, staff…

Presents a case study of participatory evaluation which suggests an evaluation method which not only provides meaningful data for decision makers but also provides important feedback to the community. Shows the steps leading to self-evaluation workshops and reviews the evaluation methods that were utilized. (Author/CT)

A method of course and teaching style evaluation using a computer is described. The method allows students to list the dimensions they themselves wish to evaluate. (JMF)

The camera can be a complementary evaluation tool for evaluations of student affairs programs. It is particularly suitable for evaluations designed to portray programs. It has potential as an evocative aid and can clearly be used in reporting results. (Author)

Needs assessment methodology has grown remarkably as a necessary part of evaluating human service programs. The consumer survey method of needs assessment is reviewed. Problems in designing and implementing consumer surveys and training programs are discussed. (JKS)

Presents a model for the assessment component of the vocational rehabilitation services delivery system. Describes a systems approach to vocational assessment with guidelines for information-gathering aimed at generating a course of action. (MF)

Describes the Minimal Acceptable Performance Standards (MAPS), which measures worker performance at Consolidated Edison Company. Steps in establishing standards are: to identify tasks to be performed, to establish behavior-oriented objectives, and to write items for lesson-plan content. Sample MAPS forms for a "job performance walkdown"…