One part of the work being done at the Center for the Study of Evaluation has been the development of kits to assist the staffs of elementary schools wishing to conduct evaluations. The third kit in the series provides specific techniques for conducting a formative evaluation, which includes verifying the extent to which a program has been…

Evaluation of Head Start programs is approached through identification of interactions with families and communities to learn what effects the Head Start experiences have had on the children involved. As a result of earlier studies, measures were developed for social-emotional and family factors, as well as program characteristics. In 1966-67, the…

This document praises the Comprehensive Preschool Education and Child Day-Care Act and advocates an equally comprehensive collateral program of research and evaluation. In order to avoid delay in starting preschool and child care programs, the research undertaken should be of the kind called evaluative research in which program and research are in…

The problem of educational evaluation, the various types of evaluation, and the different kinds of models of evaluation systems are discussed in some detail. The educational needs of the students, staff, community, and the Philadelphia Title I schools, as agreed by members of the evaluation team, are listed. A taxonomy of Title I evaluation is…

This paper reports results of the first year of a 2-year comparative study of four curricula used for disadvantaged preschool children: Bereiter-Engelmann, DARCEE, Montessori, and Traditional (the official Head Start program). Details of the study design and procedures are contained in the abbreviated Annual Progress Report for 1968-1969 (PS 003…

The purposes of this Newsletter are: to summarize the Consortium's recent experience with the Curriculum Materials Analysis System (CMAS); to report the activities of others using CMAS; and to describe available analyses of curriculum materials, including their prices. Most of the analyses were done by teachers and supervisors in work groups…

Educational evaluation and design are discussed. Five essential steps in evaluation are: (1) define educational objectives in behavioral terms, (2) translate the objective into descriptions of behavior, (3) identify situations in which the designated behavior can be observed, (4) establish an interpretative device which can measure the desired…

The purpose of the evaluation is to inform the Leadership Training Institute (LTI) staff how well they performed their responsibilities during 1972-73. The procedures for gathering information on which the evaluation is based include: (1) a personal interview with each LTI staff member; (2) personal interview with appropriate Bureau of Libraries…

The NIE (National Institute of Education) Design Proposal Review Board required advice to be used in selecting the Educational Satellite Communications Demonstration (ESCD) contractor. Therefore, a series of 25 "Lessons Learned and Problems Anticipated" (LLPA) sheets were prepared which seek to summarize the major insights relative to…

The Oxnard (California) Community Mental Health Center reports on evaluation of efforts to train parents in child management skills using behavior modification techniques. Rigorous training procedures, curriculum, and evaluation techniques have been developed over the past two years. Twenty groups of 3-15 parents have received training in behavior…

Described is an adaptive comprehensive physical education (PE) program (funded by Title III in 1968) for 48 severly physically handicapped senior high school students in Rochester, New York. Program aims are given to be providing a diversified program of developmental activities in a friendly environment to increase the physical, social, and…

An outcome of a study of adult basic education programs initiated three years ago by the Columbia University Center of Adult Education, the evaluation guide with its step-by-step instructions can be used for both formative and summative evaluations of adult basic education programs. Background research involved in this publication included direct…

A guide and handbook for planners, developers, and evaluators of educational programs and products, this book discusses the various settings in which an evaluator commonly works and the many roles he performs. The book divides the evaluator's work into three activities: establishing perspective, planning the evaluation, and analyzing the data.…

Problems are frequently encountered when attempting to improve the evaluation design of an ongoing educational program which has not made adequate provisions for evaluation. Usually the objectives of such a program are too global to guide the evaluator in the development of a more functional evaluation design. This paper presents a discussion of…

Guidelines for evaluating postsecondary career education programs in Maryland are provided. The basis for the evaluation system self-study design is a model developed by Malcolm Provus and described in "Educational Evaluation: New Roles, New Means, The Sixty-eight Yearbook of the National Society for the Study of Education, Part II." The…