Reviews various evaluation techniques used on different campuses to measure the effectiveness of library instruction programs. (FM)

Factors that influence the sample size necessary for longitudinal evaluations include the nature of the evaluation questions, nature of available comparison groups, consistency of the treatment in different sites, effect size, attrition rate, significance level for statistical tests, and statistical power. (Author/GDC)

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)

Provides an observation checklist that enables school administrators to discuss with teachers specific aspects of successful remedial reading instruction. (Author/FL)

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)

A combination of survey techniques such as interviews and open-ended questions is used by the University of Kentucky to evaluate its teacher education programs. (LH)

Encourages the use of evaluation research rather than process, impact, or comprehensive evaluation; and notes that meaningful evaluation research can occur when the true experiment is combined with longitudinal designs. (JEG)

Flexibility in evaluative research design does not necessitate the abandonment of randomly constructed comparison groups. Three designs are reviewed which provide at least the option of randomization while maintaining great flexibility. The strengths and weaknesses of the designs are discussed. (Author)

If program evaluation is to continue its decade-long advance as a specialized field and make contributions at both the operational and policy-setting levels, evaluators must receive a basic education in the theoretical, substantive, methodological, and organizational elements pertinent to their roles. (Author)

The Assessment Program Tool is a method of evaluating instructional programs in institutions for the retarded. (DB)

Areas of evaluation are identified in which the formative/summative distinction appears inadequate: (1) knowledge-generating evaluations aimed at conceptual use; (2) developmental evaluation; and (3) use of evaluation to support intervention or empower participants. An argument is also made for the effectiveness of feedback that cannot be…

The viewpoints of contributors to the forum are reviewed. Many of the disagreements represent fundamental differences in what constitutes evaluation. All four authors agree that the formative/summative distinction is useful and will continue to be an important concept in program evaluation, although the distinction needs greater clarification.…

The Greater Avenues for Independence (GAIN) welfare-to-work program in California was evaluated by the Manpower Demonstration Research Corporation (MDRC). The evaluation relied on involvement of stakeholders, examination of program implementation, flexibility, the adaptation of evaluation questions and designs during the study, use of random…

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)