Weakness in evaluations often can be traced to structural limitations in the positions of evaluation researchers. Conventional human relations techniques often are an insufficient basis for securing strong support for evaluation research. Strategies for increasing evaluation research leverage are reviewed. Alignment of evaluation research with…

This report presents a theoretical concept of evaluating teacher education programs in reading for utilization by classroom teachers at any level. Seven theoretical requirements (questions) necessary to develop an evaluation plan for the improvement of teacher education programs in reading are explained and discussed. The seven questions may be…

Structured decomposition is explained as a process of reduction to parts of an educational program. Resulting substructures aid in an overview of the entire entity. (RAO)

Some questions about the relationship between program evaluation and forecasting are raised. Contrasting the two fields in terms of mind-set, purpose, problems, advantages, and use shows that although their modes of inquiry are indeed very different in many ways, there is interdependence between the two in several areas. (Author/JAZ)

A contingency model of evaluation competencies is presented concerning the types and levels of professional competency an evaluator should have. Four broad categories of competency (policy analysis, administrative, interpersonal/personal, and technical) are identified along with three different levels of criteria of acceptable performance.…

The author proposes a role model for evaluators to be added to the numerous existing models. He presents the evaluator as an artist/painter/musician, suggesting that the evaluator's perception of an educational program's effectiveness can be expressed by a single "painting," rather than by a lengthy written report. (GDC)

A study of training evaluation activity and challenges in 77 Kuwaiti organizations found that most respondents evaluate their programs only occasionally through the use of questionnaires. Most use the Kilpatrick model for evaluation and the most common level of evaluation is reaction type. (Contains 24 references.) (JOW)

Proposes a multifaceted approach to making evaluation a part of organizational culture. The approach includes using allies, examples, models, research, process guides, and trainers/developers. (SLD)

Kirkpatrick reviews his 1959 article presenting his four-level model of evaluation. He suggests that training professionals should evaluate their programs and understanding those four levels is a good start. The text of the original article is included. (JOW)

Describes the Logic Model process, a tool used by program evaluators to tell the performance story of their program. The model describes the logical linkages among program resources, activities, outputs, customers reached, and short, intermediate, and longer-term outcomes. (SLD)

Presents a framework for judging evaluations on the basis of their potential for democratic deliberation that includes the interrelated requirements of inclusion, dialogue, and deliberation. Operationalizes these requirements in 10 questions to guide evaluation and meta-evaluation from a democratic viewpoint. (SLD)

This monograph identifies, analyzes, and judges 22 evaluation approaches used in program evaluation. Two approaches, labeled psuedoevaluations, are politically oriented and often used to misrepresent a program's value. The remaining 20, judged legitimate, are categorized by their orientations, and rated for their value. (SLD)

Describes key aspects of an integrative framework that may help evaluators move beyond paradigm wars and the segmentation of evaluation practices. Proposes a scheme for categorizing evaluation methods with four inquiry modes, or clusters of methods: description, classification, causal analysis, and values inquiry. (Author/SLD)