This commentary summarizes the salient features of the six papers comprising this issue. (Author/AM)

Suggests that four trends are defining the leading edges of evaluation methodology. These are: implementation and change studies, use of non-psychometric measures and design, the technical assistance model, the policy information model, and the "do it better" model. (Author/AM)

The rationale for this article is to propose that certain types of programs be matched with the appropriate evaluation techniques so that valid information can be provided to the funding agency, decision-makers, and the public. (Author)

Reviews current practices and procedures in evaluation research, especially as they influence retrospective studies of extension programs such as 4-H. Discusses how program goals and funding sources affect evaluation, assesses the virtues and limitations of alternative evaluation strategies, and suggests ways of improving evaluation designs. (GC)

Concludes that program evaluators have to be advocates of their results, active in bringing them to the attention of others, and willing to identify publicly any policy and practical implications. Such dedication to communication and dissemination cannot help but promote utilization. (Author/AM)

Discusses the political and economic factors that lay behind a federal mandate for evaluation of the 4-H program. Reviews the themes of other articles in this journal issue dealing with various aspects of the evaluation. (GC)

Research on the transfer values of outcomes and the development of a model of classroom environments that can explain variation in student outcomes represents concerns that should be very relevant to psychologists interested in applying their discipline to critical educational problems. (Author)

This article explores some general notions about politics, evaluation, large city districts, and their interrelations. Different segments of the evaluation process are analyzed to isolate specific political elements in operation. (Author/AM)

Suggests that much of what is labeled OD is really a demonstration training done after school or during one or two day workshops, and that like other curricula, OD is packaged for teachers and administrators such that it becomes a program rather than a continuous process. (AM)

Argues that affective outcomes should be addressed instructionally and that student affect should be assessed formally. How student affect should be measured is considered. It is suggested that self-report measures be used and that Likert-type inventories usually meet the needs of classroom teachers. (SLD)

Describes the language-arts assessment instrument developed and piloted by a small urban school district that has a high percentage of students learning English as a Second Language. Developing the instrument, training teachers to be scorers, and the actual piloting of the reading and writing portions of the evaluation are detailed. (SLD)

The seven articles of this issue examine the implications of the proposed use of a variety of new assessments for students and parents, schools and school personnel, the educational system, and society in general. They clarify the dilemmas that challenge educational assessment and the relationship of assessment to educational reform. (SLD)

Explores the cognitive assessment of classroom learning and emphasizes applications in urban settings for at-risk students. It is argued that cognitive assessment by the classroom teacher is essential to fostering the achievement of cognitive and metacognitive learning that is called for in national reports. (SLD)