The authors outline steps in the Student Self-Documentation Process Model, an evaluation system designed to compare the program objectives with the actual activities, as documented by the gifted student, and to assess the relationship between planned and actual program outcomes. (Author/SW)

A model is presented to link the evaluation and treatment processes in vocational rehabilitation of severely handicapped persons. The model is explained to include task analysis, functional anslysis, and ecobehavioral approaches and incorporates them within a database. (CL)

The curriculum implementation models reviewed utilize observation techniques, focused interviews, questionnaires, and content analysis. Concludes that determining the relationship between the level of program implementation and program outcomes prevents curriculum from becoming ineffective. (KC)

The development and field testing of a model used to evaluate the vocational education programs in a metropolitan community college system are reported; it can also be implemented on vocational programs at other institutions. (Author/JKS)

Provides a general explanation of zero-base budgeting and offers case studies of its applications in both the public and private sectors. Suggests that it must be applied more extensively before accurate and fair appraisals of the process can be made. (Author)

Illustrative case studies support a contingency approach to mixed-method evaluation in which the evaluation team bases its selection of methods on the information to be provided, the availability of data, and the degree to which the program environment is an open or closed system. (SLD)

Case examples in the articles in this volume are analyzed in the mixed-method conceptual frameworks presented in the early chapters. The richer understanding derived from these approaches support the call to advance mixed-method inquiry beyond models and toward inquiry attributes that can be combined. (Author/SLD)

Reviewed general outcome indicators using a conceptual framework from the program evaluation literature to summarize findings and issues from the domain of welfare policy in the United States. The review illustrates the new knowledge gained about the effects of requiring work and suggests questions that must be answered. (SLD)

Presents an adaptable, context-sensitive model for ESL/EFL program evaluation, consisting of seven steps that guide an evaluator through consideration of relevant issues, information, and design elements. Examples from an evaluation of the Reading for Science and Technology Project at the University of Guadalajara, Mexico are given. (31…

Ohio State University's Faculty and Staff Assistance Program uses two strategies to promote faculty use. The short-term plan generates awareness of the services through deans and key chairpersons, faculty, and staff. The long-term plan develops committees within departments and offices to create opportunities and options for using the services.…

The Accreditation Plus model developed by the Center for Teacher Education Evaluation of Tennessee Technological University (Cookeville) for evaluation of teacher education programs is described. An amalgamation of the accreditation model and use-tailored evaluation plans, the model calls for informed eclecticism in the assembly of evaluation…

States that accountability has led to an environment where program assessment is central to academic life, since government pressure calls into question the quality and efficiency of higher education. Presents a model of a hierarchy for mass communication program assessment methods and program component review. Concludes that effective assessment…

Investigates the value of a tiered model of staff development for five districts using "teacher consultants" drawn from a parent district with a long writing project history. Evaluates preconditions, processes and outcomes. Discusses results in terms of student achievement and classroom practices. (SR)

A generic model provides a conceptual framework that can be used for guiding systematic observation about programs and about the learning conditions needed for cooperative education. These investigations could provide information critical for the modification of existing practices and create more consistent practice. (Author/JOW)

Discusses Donald J. Kirkpatrick's Level 4 evaluation model and how and whether to measure the value of training today. Suggests that a balanced view is needed to measure hard- and soft-skill performance gauges, tangible and intangible benefits, and long- and short-term results. (JOW)