The Ontario Assessment Instrument Pool, sponsored by the Ministry of Education, will contain a variety of assessment methods and instruments. Its purpose is to assist program evaluation at the provincial and local levels and to assist in classroom evaluation of student achievement for both diagnostic and summative purposes. (Author)

Provides guidelines and procedures for evaluating supervisory training programs. A four-stage evaluation process is presented. Process includes determining (1) participant's reactions, (2) knowledge and skills learned and attitude changes, (3) changes in on-the-job behavior, and (4) final program results. (CSS)

Effects of a packaged teacher-consultant-mediated intervention program (CLASS) for modifying acting-out behavior in the regular classroom were evaluated. The experimental groups significantly increased their proportion of appropriate behavior postintervention and required fewer remedial services and special class placement years later. Training…

Both the need for, and the difficulties of, school effectiveness evaluation are examined, especially the setting of useful and objective performance standards. Several potential indicators and evaluation methods are reviewed. (SJL)

When participants with varied background and interests join in a collaborative activity, their different viewpoints may make the evaluation of the activity more difficult. Experience evaluating a multidisciplinary biomedical research center illustrates the influence of values on program evaluation. (Author/GDC)

Evaluates the Southeast Asia Science and Mathematics Experiment (SEASAME) which is a regional pilot project of the Regional Center for Education in Science and Mathematics (RECSAM). Five phases of the SEASAME curriculum materials for grades one through six used in the Philippines, Singapore, and Thailand are being evaluated. (HM)

The traditional evaluation model used in accrediting professional-education programs is discussed. The evaluation model makes some significant departures from the traditional model. Possible implications of the evaluation model are discussed in relation to currently evolving accreditation procedure for counselor-education programs and…

The author taught in an open-space classroom at Argyle Junior High in Montgomery County, Maryland. Here is a candid look at the inner workings of a room without walls. (Editor/RK)

Pressure for greater accountability is being exerted on programs for care of terminally ill and increasing demand for evaluation research. Components, implications, and limitations of evaluation systems are discussed, and their application in the terminal care setting addressed. Buckingham evaluation of hospice home care service is cited as a…

Discusses the cost effectiveness of a combined Computer Assisted Instruction approach; compares it to the costs of traditional classroom teaching. Concludes there is a definite saving with the computer program. (GA)

Five ethical issues concerning evaluation studies are discussed: identification of the study's audiences, choices of variables and information sources, cost effectiveness of instrument and procedures, rights of subjects and program personnel to confidentiality, and relationships between the evaluator and program sponsors, participants, and…

This article chronicles an attempt to institutionalize a values-oriented project at Saint Louis University and proposes a methodology for evaluating the project and its effects. (Author)

The principal goal was to determine if significant differences existed between special and developmental education programs offered by private and public institutions in Ohio. The programs were examined, comparing such variables as rationale and objectives, instructional methods, and supportive services in order to determine their relationship to…

The authors discuss approaches used in the evaluation of continuing education for nurses, defined as planned learning experiences beyond a basic nursing program and excluding academic credit courses. A framework for evaluation of continuing education is offered. (MF)

Traces the origin of the Values Clarification movement in education in Carl Roger's clien-centered therapy and exposes its unwarranted extreme ethical stance. Examines a model episode of values clarification and shows how the theoretical confusions of the Values Clarification proponents are reflected in their actual teaching strategies. (Editor/RK)