Some of the most important evaluation questions cannot be answered through experimental research. The "assessment" of the St. Louis Leadership Program (SLLP), sponsored by the Danforth Foundations, is used as an illustration of a "connoisseur-based study" approach to evaluation. The project team, given limited time and funds, decided that it could…

Basic ways in which standards are generated and/or applied in developing professions are identified. Analysis of six sociologically defined characteristics of professions yields six generalized roles standards play in the establishment, development and maintenance of occupations as professions. The six central characteristics are: (1) definite,…

Three types of explanation in evaluation are discussed: causal explanations, explanations of actions, and explanations of value judgments. The role and importance of each form is addressed, as are alternate approaches to providing such explanation. The concept of explanation is defined as anything said or done to help someone understand something.…

Edelman's review of TM 503 787 is positive, but she adds that, more than ever, the future evaluator will have to be concerned with ethics and responsibility, have clear expectations of self, and be strongly committed to his or her goals. (Author/CTM)

This article describes the role of microcomputers as communication devices in evaluation research. The capabilities of two new international computer networks, SocNet and PoliNet, are described to illustrate how the evaluation research community can begin to adapt to this alternative mode of professional communication. (BS)

This paper considers the setting of evaluation from the perspective of the situations and stages of problem solving in which institutional leaders might call for the assistance of evaluators. This discussion should provide evaluators with a framework to understand and adjust their interactions with the environmental context of the evaluation. R.…

This handbook was developed to provide managers working with the National Science Foundation (NSF) with a basic guide for the evaluation of NSF's educational programs. It is aimed at people who need to learn more about what evaluation can do and how to do an evaluation rather than those who already have a solid base of experience in the field.…

This paper describes a class of rater effects that depict rater-by-time interactions. This class of rater effects is referred to as differential rater functioning over time (DRIFT). This article describes several types of DRIFT (primacy/recency, differential centrality/extremism, and practice/fatigue) and Rasch measurement procedures designed to…

Responsible scientists/evaluators must be assertive contract negotiators who understand and respect the legitimate needs and obligations of all pertinent parties to the contract. Evaluators should not work under conditions that prevent them from providing an appropriately comprehensive and critical evaluation, nor that prevent useful secondary…

In his review of Frank Caro's article, "Leverage and Evaluation Effectiveness," the author challenges Caro's assertion that evaluations are weaker than they could be because evaluators are in weak organizational positions to demand methodological rigor or full program cooperation. Caro's model aligning evaluation with regulation is…

Robert Stake presents his views on responsive evaluation, naturalistic approaches to evaluation, the role of testing in evaluation, and the training of evaluators. (BW)

What a realistic training program should require, given a broad scope of research methodology, is discussed. Considering the core of evaluation research training, the diversity of methodologies raises issues about what is to be taught and how the involvement of students in actual projects is discussed. (Author/GK)

A survey was sent to members of the Evaluation Use Topical Interest Group (TIG) to determine their perceptions about and experiences with evaluation use. Responses from 282 members show agreement on the major purposes of evaluation and an increased use of performance-results oriented and formative evaluations. (SLD)

Triangulates Christie's findings with other research on the evaluation practice-theory relationship and offers additional methods and directions for future research on evaluation practice. (SLD)

Describes the evaluation of school librarians in Australia, including who should do the evaluating and reasons for evaluation. Questions the accuracy of perceptions of the librarian's role by some evaluators and presents a model for evaluating the library evaluators to encourage administrative support for the library. (LRW)