Pretest-posttest experimental designs are often used in randomized control trials (RCTs) in the education field to improve the precision of the estimated treatment effects. For logistic reasons, however, pretest data are often collected after random assignment, so that including them in the analysis could bias the posttest impact estimates. Thus,…

The purpose of this paper is to demonstrate the use of the general linear model (GLM) in problems with repeated measures on a dependent variable. Such problems include pretest-posttest designs, multitrial designs, and groups by trials designs. For each of these designs, a GLM analysis is demonstrated wherein full models are formed and restrictions…

The pretest-posttest design referred to as Design 2 by Campbell and Stanley (1963) is commonly used in educational research and evaluation. The tenability of the assumption of a zero population difference commonly used with this design is questioned. A nonzero population estimate based on the mean difference observed in test-retest reliability…

The biasing effects of a pretest on subsequent post-test results were investigated in two experimental studies. In general, the results argue for using designs without pretests. (Author/JKS)

The measurement of change in quasi-experimental educational research was discussed. Problems related to measuring change exist to varying degrees in all research designs; these issues are less troublesome in experimental studies because the investigator can manipulate the interest variables and observe their effects on other variables. Measuring…

The evaluation design, which prescribes when and from whom to gather data, is described as significant because it can lend credibility to evaluation results. The objectives of this booklet are to aid the evaluator in: choosing a design; putting it into operation; and analyzing and reporting the data. Examples include both formative and summative…

Twelve common errors which can invalidate an otherwise sound evaluation are identified, and ways to avoid them are presented. The hazards are: (1) grade-equivalent scores; (2) inappropriate statistical adjustments with nonequivalent control groups; (3) administering norm-referenced tests at inappropriate times of the school year; (4) inappropriate…

The measurement of change is such a broad topic that this article must limit its focus to a few specific subtopics. These specific topics include: longitudinal research design, attrition in research studies, the statistical analysis of difference scores, and the comparison of analysis of variance (ANOVA) and multivariate analysis of variance…

The Elementary and Secondary Education Act Title I Evaluation and Reporting System is a method for giving a federally funded project in reading or math an overall score on its cognitive effectiveness. This System introduced the Normal Curve Equivalent (NCE) as an aid in aggregating Title I program scores across states and nationwide regardless of…

A quasi-experimental design was employed to determine the effects of a workshop, designed to familiarize teachers and counselors with a technical institute in the North Carolina Community College System, on knowledge and attitudes related to the programs and practices of the institution. Subjects were assigned to experimental and control groups by…

Ninth grade Elementary Secondary Education Act (ESEA) Title I evaluation results in reading and English-writing projects were compared, using the RMC Model A with local empirical norms, Model A with national interpolated norms, and Model B. The Comprehensive Tests of Basic Skills (CTBS)--Total Reading and Total Language subtests--were administered…

An application of evaluation methodology to innovative educational programs through a case study of a Chicago suburban high school program for alternative education is presented. The evaluation methodology encompasses the difficulty in combining comparative programs, individual-diagnostic, and individual developmental measures, the selection of…