Descriptor
Source
| Evaluation and Program… | 4 |
Author
| Bryson, John M. | 1 |
| Cullen, John W. | 1 |
| Gaynor, Jessica | 1 |
| Mowder, Barbara A. | 1 |
| Prasse, David P. | 1 |
| Satin, David George | 1 |
| Saxe, Leonard | 1 |
| Shaw, Richard E. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Evaluative | 3 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
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Peer reviewedSatin, David George; Saxe, Leonard – Evaluation and Program Planning: An International Journal, 1979
Three models of evaluation emerge: objective and independent, objective but serving one interest, and pseudo-scientific public relations. Evaluation of an interdisciplinary mental health education program and roles must all be attended to or the weak link undermines the rest. (Author/RL)
Descriptors: Formative Evaluation, Interdisciplinary Approach, Mental Health Programs, Models
Peer reviewedMowder, Barbara A.; Prasse, David P. – Evaluation and Program Planning: An International Journal, 1981
An evaluation model is presented which provides a structure and a process for the evaluation of school psychological services. The structure incorporates service areas along required service dimensions; the method involves a process leading toward program modification efforts and reevaluation. (Author/GK)
Descriptors: Ancillary School Services, Elementary Secondary Education, Evaluation Methods, Formative Evaluation
Peer reviewedBryson, John M.; Cullen, John W. – Evaluation and Program Planning: An International Journal, 1984
The pooled judgements of evaluators and users of evaluations on eight panels examining eight simulated evaluation situations in higher education were analyzed. Choices regarding evaluation phases and tactics were found to be dependent on evaluation goals (wether the evaluation has a formative or summative purpose) and contextual variables.…
Descriptors: Evaluation Methods, Evaluators, Formative Evaluation, Higher Education
Peer reviewedShaw, Richard E.; Gaynor, Jessica – Evaluation and Program Planning: An International Journal, 1982
Using a contextual model for evaluation, a goal-oriented method was applied to the health psychology doctoral program at the University of California--San Francisco. The results indicated significant faculty/student differences in rating educational and resource objectives. (Author/CM)
Descriptors: Doctoral Programs, Educational Objectives, Evaluation Methods, Formative Evaluation
