This report consists of two parts. The first section identifies issues concerning the "Standards for Evaluations of Educational Programs, and Materials." In the second, these issues are addressed through an agenda for conducting projects designed to study and improve the contents and uses of the standards. (BW)

Analysis supports the theory that the CIPP Evaluation Model provides both proactive support for decision making and retroactive support for accountability. (Author)

The aim of this paper is to present a logical structure for the evaluation of evaluation (meta-evaluation) and to suggest ways of conducting such evaluations. Part I contains an analysis of background factors and problems associated with meta-evaluation--that is, the evaluation of evaluation. This part discusses the need for meta-evaluation and…

An evaluative symposium conducted during the 1971 Annual Meeting of the AERA offered the following critiques on "Educational Evaluation and Decision Making," a book prepared by the Phi Delta Kappa Study Committee on Evaluation: "A Critique of the Report of the Phi Delta Kappa Study Committee on Evaluation" (Henry M. Brickell); "A Critique of the…

The main purposes of this study were to identify the evaluation needs of students, teachers, and principals, and to develop recommendations for an evaluation system within the school building. Students, teachers, and principals were surveyed to depict the availability and importance of eight different categories of evaluative information derived…

The need for competent formal evaluation programs, particularly for new federally assisted programs, is expressed. Problems in defining educational evaluation and its requirements, in designing such evaluations, and 3 possible sources of faulty conceptual bases for evaluations, are presented. An attempt is made to define evaluation in general, to…

High school students, teachers, and principals were surveyed regarding their perceptions of the availability and importance of different types of evaluative information. Overall, all three groups perceived that evaluative information was only occasionally available, which indicating that such information was important. (Author/MV)

Thirteen evaluation methods are analyzed by orientation. Typically, clients want politically advantageous studies; evaluators prefer questions-oriented studies; audiences favor a values orientation. Evaluators must recognize the narrow scope of question-oriented studies and the perspectives of client and audience. (CP)