The University of Missouri Extension needed to develop an annual program review process that collaboratively engaged county-level stakeholders. The results from the first 2 years highlight the results, challenges, and implications of the design process. The annual review process needs to be adaptive, responsive, and reflective from year to year…

This paper reflects on a process evaluation of a home visitation programme in South Africa. The programme, implemented in two low-income communities, focused on the reduction of risks to unintentional childhood injuries. The evaluation comprised a combination of qualitative and quantitative methods, including observations in conjunction with an…

The 2004-2005 school year was the third year that states were required to report on the performance of students with disabilities on standards-based assessments, and the last year before states were required to test in all grades 3 through 8, and once between grades 10 and 12. This report marks the ninth in a line of National Center on Educational…

The gap between learning and assessment is apparent both in the beliefs of children, who often see no connection between the two, and in the practices of teachers, who do not choose to use the most recently developed means of assessment. This gap stems from management theory and from learning theory. Traditional management in the United States has…

Operational analysis is defined as a part of formative evaluation, taking place while a course is in progress. Student-perceived problems, as reflected by student-initiated reports, are the source of data for this phase of formative evaluation. The self-reporting techniques can reveal individual differences in student/learning-environment…

This presentation outlines, in operational terms, the components and products of a longitudinal evaluation model for teacher education programs, and discusses an approach to program evaluation that embodies activities within three taxonomical phases referred to as formative, summative, and confirmative evaluation. When applied to competency-based…

Behaviour and Education Support Teams (BESTs) are multi-agency teams, which bring together a range of professionals, working to support schools, families and children (aged 5 to 18) who present or are at risk of developing emotional, behavioural and/or attendance problems. Teams include professionals from the fields of education, social care,…