The act of valuing in an evaluation may be perceived in different ways. We consider the multiple theoretic perspectives that govern an evaluator's behavior and present a typology of evaluator valuing roles. Within this typology we describe three ways in which value judgments are typically reached--by stakeholders alone, stakeholders and evaluators…

This review of a research institute's evaluation of the national Follow Through program asserts that both the contracting office and the research institute failed to adequately specify the kind of study intended and the functions which it proposed to serve. One of several kinds of evaluation studies might have been undertaken: (1) a research…

This project, located in a large metropolitan school district, concerns the operation and evaluation of three Mathematics Demonstration Centers. In the first phase, directions are given about the necessary information to be gathered by the evaluating organization, (e.g. the school district administrative organization, size of school district,…

The editors give each of the theorists a chance to respond to questions posed about the context of the situation in relation to their own experience in the field, exploring how the exercise had an impact on their evaluation designs.

The user-oriented and utilization-focused evaluation design of the two-year Caribbean Agricultural Extension Project, funded by Aid to International Development, is reviewed. The evaluation scope, stakeholders, evaluation team credibility, official approval of evaluation, and confidence in the evaluation process are addressed, within a…

The theorists whose work appears in this issue have confronted the exercise presented to them in vastly different ways. The editors of this journal asked these theorists to consider how they would evaluate the Bunche-Da Vinci program, and to make and specify assumptions about the program context. The primary task, however, was to describe "a…

Case studies of educational program evaluations demonstrate that utilization of evaluative information occurs; however, its forms and the forces influencing utilization are complex. Naturalistic methods were used to study utilization. (See RIE: ED 174 666). (Available from: Jossey-Bass, Inc., 433 California St., San Francisco, CA 94104, single…

This workbook is designed for administrators with project responsibilities that are to be evaluated. The purpose is to help the administrator understand the factors that can affect evaluation use and organize for the evaluation to maximize the potential use of the information the evaluation produces. Four phases of organizing an evaluation to…

This handbook on organizing for evaluation use is oriented to those who commission or are administratively responsible for seeing that evaluations are performed. It is practical, clarifying the administrator's role in the evaluation process and providing worksheets for practice. Written with a minimum of technical language, it is useful for…

Program theory plays a prominent role in many evaluations, not only in theory-driven evaluations. This paper presents a case study of the process of developing and refining a program's theory within a user-oriented evaluation. In user-oriented (or utilization-focused) evaluations, primary users can play a role in defining their own program theory.…

Drawing from on-site assessments of the implementation and effectiveness of 30 selected Extended Opportunity Programs and Services (EOPS) programs operating at California community colleges, this report synthesizes information collected between September 1985 and May 1986 through student and faculty/staff surveys, 1,025 detailed interviews with…

Naturalistic research methods were used to analyze five case studies of school program evaluations. Interviews were conducted with program personnel and evaluators for the five programs, which were funded by the Elementary and Secondary Education Act, Title I, Title III, or Title IV-C. Programs were: (1) Bayview: Project MORE, a program to improve…

Drawing from on-site evaluations of the Extended Opportunity Programs and Services (EOPS) operating at 22 California community colleges in 1987-88, this report assesses the programs with respect to management, outreach and recruitment, instructional development, counseling, transfer and transition, special activities, financial aid, and staff…

This seven-part report presents a recommended plan for state-wide evaluation of the Extended Opportunity Programs and Services (EOPS) program in the California Community College System. Chapter I describes the procedures used by Educational Evaluation Associates in devising the plan, discusses the role played by evaluation study groups,…

Drawing from on-site assessments of the implementation and effectiveness of 21 selected Extended Opportunity Programs and Services (EOPS) programs operating at California community colleges, this report summarizes information collected between September 1986 and April 1987 through student and faculty/staff surveys, and 799 detailed interviews with…