Evaluation models have been taken as methodologies for actually conducting evaluations, instead of as persuasions or frameworks within which more specific constructs and methods must be placed. Although evaluation models do not provide methodologies, they do provide a guide for thinking about how an evaluation could be conducted. (Author/LC)

Describes the management planning and control system (MPCS) model for handling program cutbacks (reverse resource allocation), which incorporates elements of zero base budgeting, goal programing, and the effectiveness evaluation-resource allocation process. Applies MPCS to cutbacks at the College of Business Administration at the University of…

Presents a stochastic model and subsequent risk analysis that should enable an administrator to evaluate an incentive contract. A numerical illustration points out the types of issues that can be addressed by the model. (Author/IRT)

Considered fundamentally a scientific enterprise, evaluation research also requires artistic skills. The latter are essential to in-house evaluators, more so than to extrainstitutional evaluators. A training model is suggested. (Author/GK)

A 19-step general evaluation model is described through its four stages: identifying problems, prescribing program solutions, evaluating the operation of the program, and evaluating the effectiveness of the model. The role of the evaluator in decision making is also explored. (RAO)

Crude mental models should take priority over designs in guiding evaluative inquiry. Three illustrative mental models are shown to have implications for how method mixing is carried out in practice. One of the models, a complex and contextually contingent model, is applied to the Arizona Student Assessment Program. (SLD)

Proposes an alternative program logic model based on the concepts of learning organizations and systems theory. By redefining time as an evolutionary process, the model provides a space for stakeholders to record changes in program context, interim assessments, and program modifications. (SLD)

A technique to estimate variances of weighted estimates in program evaluation is discussed. BRR estimates of variance are constructed from orthogonally weighted subsamples and can provide better estimates from complex samples than can other methods. Use of BRR is illustrated in a government evaluation of a food service program. (SLD)

Describes the strategic planning process used in Wisconsin to keep marketing education programs viable. Includes information about the framework, the model, and needs assessment. Stresses the importance of evaluation and implementation. (JOW)

This evaluation matrix considers three aspects: (1) evaluation focus (purpose/rationale, context, audience); (2) evaluation design (questions, methods, data sources, analysis, reporting); and (3) management (personnel, timeline, costs). Application to six elements (participant, instructor, course, curriculum, program, project) is illustrated. (SK)

A series of surveys in the last 30 years shows little application of Kirkpatrick's 4-level model for training evaluation (reaction, learning, application, benefit) beyond level 1, a finding confirmed in recent responses from 72 of 620 companies surveyed. A mirror of the model, working from level four to one and back, might be more widely adopted.…

The Situated Evaluation Framework for continuing professional education programs situates the learner and knowledge assessment at the junction of three contexts: educational, practice, and evaluation. The framework incorporates the following components of evaluation theory: programming, valuing, knowledge, and utilization. (SK)

Empowerment evaluation is defined as a process that encourages self-determination among the recipients of a program evaluation. This article contains a theoretical framework of empowerment evaluation, a discussion of methodological issues, and suggestions for operational considerations for evaluators who wish to implement empowerment evaluation.…

Offers a critical commentary on theory-based evaluation, stressing its utility as a method of program planning and as an adjunct to experiments but rejecting it as an alternative to experiments. Cites seven reasons for doubting that theory-based evaluations can provide the valid conclusions about a program's causal effects that proponents have…