This article concludes the special issue of "Studies in Educational Evaluation" concerned with "Evaluating learning pattern development in higher education" by discussing research issues that have emerged from the previous contributions. The article considers in turn: stability versus variability in learning patterns; old versus new analytic…

A cost-benefit analysis was conducted to assist the dean of UCLA Graduate School of Education in awarding a newly endowed faculty chair to the specialization which ranked "the highest in a benefits/cost sense." Advice is offered to evaluators considering using cost-benefit techniques in an educational setting. (Author/BW)

The purpose of this paper is two-fold: first, it identifies a number of needs assessment issues and, second, it describes the operationalization of a needs assessment project based in one particular college setting. It confronts the realities of practice with the ideals of instructional modeling. (CE)

Peer Review is described as an assessment methodology that allows students to provide input into the assessment procedure through evaluating each others' performance in out-of-class learning activities, with control of the final grade remaining with the teacher. Responses of 51 students illustrate strengths and weaknesses of the approach. (SLD)

An assessment strategy is described that incorporates progressive two-way feedback into the assessment process. Students measure their own performance and understanding, while the tutor receives detailed feedback about student progress, perceptions, and feelings through student diaries that are gathered into a portfolio. (SLD)

The author's reactions to Stake's responsive evaluation model and to preordinate evaluation are presented. (GDC)

The author feels that both responsive and preordinate methods would be useful in evaluating the family practice residency program at a medical school. Appropriate uses of both evaluation methods are suggested. (GDC)

Current conceptualizations of participatory evaluation are reviewed, presenting some definitions, various rationales for its use, and a general discussion with implications for future applications. Participatory evaluation creates a learning framework in which evaluation findings are processed and accumulated by end-users in the very process of…

Studied peer assessment in problem based learning in 2 studies involving 27 and 51 college students. Overall, it appears that the peer assessment methods used in these studies could be improved. Peer assessment did not prevent friendship-based favorable marking or other types of over- or under-rating of others. Adequate training appears necessary…

The article examines the processes and challenges involved in conducting participatory research and evaluation in schools, by looking at a case study of a collaborative evaluation research that was conducted in a secondary school in Israel by two researchers and three teachers. It describes the experiences of the research team while conducting the…

Three types of student evaluation strategies used in Italy are described: (1) teacher's free comments; (2) standardized adjectives used as rating scales; and (3) numeric scores based on tests and other evaluation criteria. Implications of the third approach, which was implemented according to legislation in 1977, are discussed. (GDC)

Focuses on the evaluative use of teaching portfolios for personnel decisions in higher education and compares claims for their merits against fundamental research on evaluating faculty teaching. Draws on the literature on teaching portfolio development and suggests meta-analysis to examine the impact of using portfolios for personnel decisions.…

Developed an evaluation based on R. Stake's Countenance Model of Program Evaluation (1967) to evaluate the Senior Block Field Experience Program at Mississippi State University, a teacher education program. Results identify strengths and weaknesses in all components of the program. (SLD)

The Course Evaluation Scheme involved staff members from a variety of departments in the evaluation of one another's courses. Peer evaluation, as opposed to evaluation by senior colleagues, students or educational consultants, makes this scheme potentially most acceptable to staff for assessing university teaching. (CE)

The explicit statement of course objectives and a retrospective analysis of student test results are used in the evaluation of a mathematics course for engineering students. (BW)