Challenges encountered in developing and maintaining an extensive evaluation program at Ohio State University are retrospectively reconstructed. The setting, the history of program development, and the nature of the program are described as a backdrop for discussion of six issues with implications for program development. (SLD)

Examines research conducted at the British Open University using the research paradigm of phenomenography to discover what students understand about particular concepts in social science. The use of student interviews for formative and summative evaluation is described, and changes in course materials based on the results are discussed.…

Revision of the Bachelor of Education program at the University of Alberta (Canada) and results of an initial formative evaluation of one program component--students' first school placement--are described. Program revisions based on continual student and teacher feedback obtained from ongoing formative evaluation enabled positive program…

The Board of Regents of South Dakota's public colleges and universities decided in 1984 to implement a Value-Added Testing program (an exit test required for graduation) modelled on the Northeast Missouri State University plan. The plan was intended to increase student learning, improve curricular design, and encourage excellent teaching.…

The ways in which a rating scale developed for problem-based medical curricula provides information that is useful in the area of curriculum reform were demonstrated in a study involving 95 first-year medical students at the University of Sherbrooke in Quebec (Canada). The rating scale, based on the theory of problem-based learning of W. H.…