Subjectivity of evaluators is believed to be inevitable in the choice of the particular information that is generated and presented by the evaluator, and in the way that information is presented. Both evaluators and clients should recognize this subjectivity. (Author/AL)

A comparison between research and evaluation, especially with regard to the concept of objectivity, is presented. For researchers and evaluators alike, threats to objectivity are a genuine concern. Difficulties of maintaining neutrality are discussed. (Author/AL)

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)

The role of an evaluator resembles that of the industrial negotiations facilitator/fact finder: both attempt to please a diverse group and resolve value conflicts. Knowledge of the negotiation literature can help evaluators to remove conflict of interest pressures, and determine the most beneficial values of a project. (CP)

Robert Stake presents his views on responsive evaluation, naturalistic approaches to evaluation, the role of testing in evaluation, and the training of evaluators. (BW)

This paper represents a tribute to the career of Ralph Winfred Tyler, whose publication "Constructing Achievement Tests" served as the basis for most of the major efforts in evaluation since 1934. Tyler's career is traced from his doctoral studies at the University of Chicago to his guidelines for national assessment. (LMO)

Four trends important to educational research and development are traced, and serve as background for describing the evolving status of educational evaluation. The long-range future for educational evaluation is assessed. (MH)

Four legal considerations involved in program evaluation are briefly described: defamation, contract, evaluation malpractice, and confidentiality of sources. Two hypothetical evaluation problems illustrate these legal issues. Suggestions for evaluation practice, based on these legal issues, are presented. (BW)

Potential sources of bias are classified as ethical compromises, value inertias, or cognitive limitations. Thirteen specifics of intuitive thinking and judgmental processes are described. The author wishes to alert naturalistic evaluators to common failings. This list can be a useful checklist in reducing, integrating and drawing inferences from…

Meltsner classified evaluators as technicians, politicians, entrepreneurs, or pretenders, based upon differing expectations norms, training, and motivations. This role-perception study of evaluators in a large urban school district supported Meltsner, although few technicians or politicians emerged. (CP)

In addition to training and knowledge of particular programs and legal requirements evaluators need interpersonal skills. Sensitivity to and rapport with staff and community as well as respect and commitment of administrators, particularly school superintendents, are critical. To make their work useful, evaluators should be facilitators, not…

Suggestions are made on effective presentations by evaluators of research studies to audiences who are not statisticians. Examples of effective presentation methods are given: analogies in presenting statistics; graphs or pictorial presentations; summaries to highlight findings; concise reports based on a television newscast style; and judicial…

In the form of a play, a brief discussion is presented of program evaluation problems at the elementary/secondary education level. (PN)

Green forecasts that unless evaluative thinking moves away from the educational research model, frustration will grow because findings are not applied to policy. Similarly, Gowin feels that concepts and values are just as important as facts. (CP)

Educator and author Laurence E. Lynn recommends the case study as a method for training policy analysts to understand the cognitive style and uniqueness of the decision makers they serve. Analysts must be interdisciplinary, politically knowledgable, yet unbiased. Policy analysis, particularly by external institutions, is spreading to Congress. (CP)