The Judicial Evaluation Model (recently used by the Bureau for the Education of the Handicapped to investigate feasibility of implementing the Individual Education Program component of PL 94-142) is described in terms of its application in the State of New Jersey. Limitations and potentials are discussed. (JC)

A conceptual framework developed from a review of literature, program planning experiences, and trial and error is presented. The model is presented for discussion. The framework utilizes a simple linear flow of events, which is generally only a forward, sequential flow. Optional routes or phases, and possible recycling routes are given. (CK)

A model for the evaluation of educational programs is presented, consisting of a seven-step procedure for determining objectives, developing the assessment data, analyzing the data, and presenting it in a meaningful format. The first step is to determine the objectives for the program and enumerate them in a meaningful, measurable fashion; second,…

In the first section of the document the author uses reviews of selected studies to provide a cross-section of methodologies used in evaluating vocational and technical education programs. The second section takes a formal model developed for the evaluation of vocational education (Central Kentucky Research Coordinating Unit, 1972) and explains…

A model for the evaluation of educational products based on experience with development of three such products is described. The purpose of the evaluation model is to indicate the flow of evaluation activity as products undergo development. Evaluation is given Stufflebeam's definition as the process of delineating, obtaining, and providing useful…

A teacher preparation evaluation model was developed at Western Kentucky University. A total of 18 secondary and 20 elementary student teachers participated in the study. Instrumentation and records used for data collection consisted of five general types: a questionnaire, a personality scale, rating scales, direct classroom observational systems,…

The author reviews and discusses a number of models for educational program evaluation and suggests sources of ideas and guidelines for educational evaluation. He stresses that program evaluation is critically necessary for the improvement of industrial arts. (MF)

A model or conceptual framework of educational program evaluation is proposed based upon three major evaluation constructs: documentation, outcome identification, and judgment of outcomes. A series of specific guidelines are presented for the practicing educator in the form of postulates underlying the constructs. (1) Program evaluation documents…

The results from application of Stufflebeam's comprehensive decision-making methodology--the context-input-process-product (CIPP) evaluation model--to the evaluation of a dental team training program with expanded functions of auxiliary personnel (paraprofessionals) at a school of dentistry are described. In view of the expectations of health care…

Legally mandated educational programs often lack specificity and guidelines for such programs are often vague and subject to considerable variability in interpretation. This situation presents perennial problems for evaluators. Few evaluation models have the flexibility for dealing with this ambiguity and variability while at the same time…

Based upon a systems analysis approach, a four-stage evaluation model called CIPP (context, input, process, product) assesses innovative programs in education. The model is both a way of viewing planned educational change and a decision making tool for the administrator within the local education agency. Development of the model includes a method…

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