The evaluation of gifted programs is examined in terms of setting group and individual goals, measurement problems (validity, reliability, precision, ceiling effect, and overtesting), comparison groups (national norms or pre- and posttesting), and implementing evaluation strategies. (DB)

Discusses ethics training in terms of expected outcomes, contribution to the organization, value, effectiveness, and evaluation methods. Addresses what is known about ethics training, the renewed emphasis on ethics, and what works. (JOW)

Evaluators must use a flexible, open-minded approach oriented toward a holistic view of the implementation and operation of the program they are analyzing. The use of more than one methodology expands the potential findings and avoids the limitations of a unidimensional approach. (SLD)

The article lists questions parents can use to evaluate the quality of educational services for children with learning disabilities. Questions are grouped into the following categories: services, agency and staff, residential or special schools, camps. (DB)

The new quality assurance system for nursing homes implemented by the New York State Department of Health in 1981 was compared to the previous system. The new system devoted more resources to on-site activities and identified more patient-care deficiencies and more repeat deficiencies. (SLD)

Definitions of and approaches to naturalistic evaluation are discussed. The qualitative aspects of the discipline are reviewed; and use of naturalistic evaluation in descriptions, illustrations, explications, hypothesis testing, and assessment of public spending are defined. A new paradigm for naturalistic evaluation is proposed. (TJH)

An evaluation model was developed for an intervention project with mentally handicapped children and their parents involving speech therapists, a speech pathologist, and a psychologist. The model emphasizes transactional and formative approaches to qualitative evaluation, with the goal of increasing understanding of the processes underlying change…

Describes a program of public speaking training, including development of a written proposal, conducting the workshop in four three-hour sessions, and evaluating the program. Notes that training was well received, and reduced trainees' self-reported communication apprehension. Presents ethical guidelines for scholar/consultants. (SR)

A study described characteristics of education for the professions and used these characteristics to assess the course syllabi for nearly 40 public personnel administration courses. Found that most of these courses lack the requirements for courses in professional education. Suggestions for instructors of public personnel administration were made.…

Suggests ways in which states that are administering a Title IV-E independent-living program may generate program and evaluation data to meet requirements of a federal program report. Presents two examples of current evaluations of independent-living programs. (RJC)

Three business evaluation practitioners, representing the continuum from internal to external evaluation, respond to questions posed by three evaluation professors. The questions concern: the evaluator's role; evaluation methods; objectivity; and ensuring the evaluation's quality. The greatest difference between internal and external evaluators…

Randomly selected recommendations (N=176)--concerning performance evaluations of programs of public organizations--made by the General Accounting Office (GAO) in fiscal year 1983 were analyzed. Reasons for the exceptionally high acceptance rate (between 51 percent and 77 percent ) are discussed, including the GAO's status as a formal legally…

Chelimsky's five-part continuum--a model for the practice of evaluation in a political context--is reviewed. The model's conceptual framework and a question for education are discussed. By focusing on interactions between evaluators and policy actors, this model should prompt debates about unsettled issues in education policy making. (SLD)

Twenty-four schools, 1,350 high school students, and 251 postsecondary students were involved in the formative evaluation used by Rhode Island to assess their tech-prep programs. The evaluation provides tangible documentation that tech prep has a positive impact on participating students. (Author/JOW)

A New Zealand educator attributes end-of-school year feelings of guilt about things left undone, or things that should not have been done, to not practicing evaluation as part of planning. Suggests developing a framework that ensures certain beliefs and practices consistent with the curriculum requirements. Provides an example of such a framework.…