Results of evaluation research studies, even those that are meticulously designed and carefully executed, often are not implemented. This article examines some of the critical factors that mediate between the carrying out of evaluation research and the utilization of findings. To illustrate these factors, two case studies are analyzed. (Author/EGS)

This book contains a series of papers presented at an Israel-American seminar on Educational Evaluation. Sol Kugelmass describes strategies employed to increase the utilization of evaluation results in the process of formulating educational policy. Nachum Blass illustrates the relationship between evaluation and policymaking by discussing an…

This report presents the results of a survey of Digital Library Federation members that examined the kinds of assessments they were conducting, what they did with the results, and what worked well or not so well. The first section of the report is an introduction that describes the report structure and summarizes challenges in assessment. The…

Research, evaluation, and policy analysis are elements of inquiry whose functions, aims, purposes, intended audiences, and intended outcomes have been confused in the literature discussing how to accomplish them. Using the definition of "disciplined inquiry" provided by Cronbach and Suppes (1969), which defines disciplined inquiry as the…

Data from nine Michigan elementary, middle, and high schools highlight the challenges and common strategies found in the use of student assessment data to meet public demands for accountability. The information gathered from assessment tools varies by frequency and type. Educators have, historically, underutilized data to guide practice because…