The basic issues, problems, techniques, and history of program evaluation are reviewed, with emphasis on the evaluation of learning assistance programs. The following topics are discussed: (1) historical perspectives (origins of the evaluation process, program evaluation in education); and (2) theoretical constructs (typologies of evaluation…

This paper examines the concepts of program monitoring and program evaluation in the literature, and offers working definitions based on two dimensions of measurement: focus (what questions are addressed) and timing (how often the measures are taken). Focus can be on inputs to the program or outcomes from it; timing can be one-shot or continuous.…

This book details a total approach to writing objectives, designing measuring instruments, performing objective comparisons, and avoiding pitfalls in conducting three types of instructional program evaluations. Chapters discuss issues, problems, and solutions in the following sequence: (1) an overview of instructional program evaluation; (2)…

Two testing packets, Formative Exercises T-TE-15A and T-TE-15B are reviewed. The Exercises are based on Bloom's concept of learning for mastery and are designed to acquaint teachers with the principles of mastery learning and provide examples of formative evaluation. One form of the exercises provides instant feedback to the examinee; the other,…

This paper discusses ten evaluation strategies selected on the basis of their general acceptance and their relatively unique approach to the field: (1) State, "Countenance of Evaluation"; (2) Stufflebeam, "Decision Centered Evaluation (CIPP)"; (3) Provus, "Discrepancy Evaluation"; (4) Scriven, "Goal Free…

This report of a formative evaluation of S.T.E.P. provides a description of the data gathering instruments for this multi-discipline/multi-audience project, an explanation of the multi-attribute utility measurement format, and a discussion of the implementation procedures used. Data were collected by questionnaires, interviews, and anecodotal…

Two lead articles set the theme for this issue devoted to evaluation as Emile G. McAnany examines the usefulness of evaluation and Robert C. Hornik addresses four widely accepted myths about evaluation. Additional articles include a report of a field evaluation done by the Accion Cultural Popular (ACPO); a study of the impact of that evaluation by…

As a part of a project to develop formative evaluation systems for teachers to improve learning disabilities (LD) service programs in written expression, three concurrent validity studies were conducted on the relationship between performances on behavioral measures of written expression and performances on standardized achievement measures of…

Seven major steps are outlined in this brief introduction to the process of evaluation: (1) Identification of the objectives of the educational enterprise. (2) Specification of the types of student behavior that reflect achievement of the objectives. (3) Construction of situations in which the student will be required or expected to demonstrate…

Current practices and controversial issues pertaining to student evaluation of instruction are briefly reviewed and followed by a discussion of the application of formative evaluation to this endeavor. Two reasons are generally given for conducting teacher evaluations by students: identification of good teachers and instructional improvement.…

The operations for achieving skill in motor performance are perceiving, patterning, adapting, refining, varying, improvising, and composing. These operations are readily observable in physical education classes. An observation record containing the seven catagories was used to classify teacher feedback to students. The teachers observed were…

The Indiana Statewide Plan for Continuing Education in Nursing (ISPCEN) was implemented to establish a structure for coordinating resources, data, and personnel which would provide quality continuing education for registered and licensed practical nurses in Indiana at the regional level, ultimately leading to the opportunity for nurses in every…

A user-centered educational product evaluation model for the prepublication and postpublication assessment of materials designed for medical and dental education is presented. The model has four components: the author, user, evaluator, and publisher. It is dynamic, reactive, and interactive, with feedback from each component providing input to…