This paper discusses two models that hold promise for helping evaluators understand and cope with different decision contexts: (1) the conflict Model (Janis and Mann, 1977) and the Social Process Model (Vroom and Yago, 1974). Implications and guidelines for using decisionmaking models in evaluation settings are presented. (BS)

U.S. Department of Education (ED) activities relating to the utility of Title I evaluations are discussed within the context of an overview of the Title I Evaluation and Reporting System (TIERS) and a history of Title I evaluations. Implications for Chapter 1 of the Education Consolidation and Improvement Act (ECIA) of 1981 are considered. (LC)

A brief history of Title I evaluation efforts in Chicago illustrates the concern that the evaluation of Title I programs must serve two masters: the federal reporting mandate and local needs. (PN)

This paper focuses on evaluation-related behaviors of school principals. The role of principals as clients of professional evaluation is examined. Research that views principals as evaluators is reported. Concepts drawn from the literature are used to explore ways of studying the rationality that principals employ to make decisions. (Author/JAZ)

Chelimsky's five-part continuum--a model for the practice of evaluation in a political context--is reviewed. The model's conceptual framework and a question for education are discussed. By focusing on interactions between evaluators and policy actors, this model should prompt debates about unsettled issues in education policy making. (SLD)

After a discussion of the underutilization of cost analysis in education, this article offers several explanations for the relative scarcity of cost-based evaluations in education and considers the potential for greater use of such studies. Developing frameworks to unpack costs may be a way of bringing about greater use of cost-based evaluation.…

A study of school district uses of evaluation and test data is used to illustrate the variety of ambiguities that can appear in qualitative data. Rules of evidence to distinguish valid and potentially nonvalid testimony are proposed. Uses of testimony in evaluation are discussed. (BS)

A participatory model in evaluation is presented as an extension of the stakeholder-based model focusing on the increased participation of primary users. Twenty-six empirical studies that support an organizational learning justification of the model are reviewed and classified. Requirements for participatory evaluation are discussed. (SLD)

Through a description and comparison of standards for evaluation and criteria for judging naturalistic inquires some potential conflicts in using naturalistic methods are identified. Analysis of problems suggests that compromises in the use of evaluation standards and criteria for naturalistic procedures are usually necessary. (Author/JAZ)

A communication theory paradigm typically is used to investigate the relationship between evaluation information and utilization: "Who says what, how, to whom, with what effects?" This study investigates the "how," or medium of presentation, aspect of the paradigm. (Author/LMO)

The Experience Based Career Education (EDCE) program serves as a focal point of a cast study documenting how the National Institute of Education secured Office of Education funds to demonstrate an R&D innovation. Serious questions are raised about the regulations-writing process and the use of evaluation information. (Author/LC)

The history of evaluation utilization in policy making and political features of program evaluation are discussed. A five-part continuum describes the evaluation process. Evaluation practice modifications contribute to real growth in evaluation use in congressional policy making as evaluation research improves the quality of information available…

This investigation examined the effect contextual variables had on a national sample of school board members' information needs for decision making. Importance, conflict, and content were found to be associated with board members' needs for time, information, and consultation. (Author/LMO)

This case history of the Colorado Study of Learning Disabilities illustrates a variety of functions an evaluation study may serve for policy shapers at the state level. The impact of the initial evaluation is followed over two years, focusing on its use by influential participants in Colorado's special education policy-shaping community. (BW)

In the volume reviewed, papers from 15 international experts address how government can use evaluation to guide (or control) education while attempting to decentralize administrative structure and pedagogical content. Thoughtful analysis is provided in highly integrated coverage of theory and practice. (SLD)