This study investigated whether raters in two different training groups would demonstrate halo error when each rater scored all five responses to five different mathematics performance-based items from each student. One group of 20 raters was trained by an experienced scoring director with item-specific scoring rubrics and the opportunity to…

Although computer-based testing is becoming popular, many of these tests are limited to the use of selected-response item formats due to the difficulty in mechanically scoring constructed-response items. This limitation is unfortunate because many constructs, such as writing proficiency, can be measured more directly using items that require…

This paper examines the relationship between the grades teachers give their students and the scores external raters give the same students' work when using a common set of standards and criteria. Data were collected from 78 high school teachers participating in the Proficiency-Based Admission Standards System (PASS) project to establish standards…

Three basic questions about early childhood evaluation are raised: (1) what is to be evaluated, including a discussion of product versus process evaluations; (2) who is to do the evaluating, including comments on external versus staff evaluations; and (3) for what purpose is the evaluation to be conducted, including a discussion of summative…

Day treatment teachers (N=5), day treatment social workers (N=6), and district teachers (N=7) were asked to rate each of 83 behaviors on a five-point scale indicating the degree to which that behavior would impair a severely behavior disordered child's ability to function in a special education classroom within the district. (SBH)

Evaluation is discussed as a trade. An evaluator must be able to function as tradesman, conductor, and interpreter. A typical evaluation task is defined, skills required by the evaluator are listed, and key questions used in evaluation are discussed. (Author/JN)

Evaluation techniques and practices do not belong to a particular theory of justice. Systems analysis evaluation consists of defining quantitative outcome measures of program success and the establishment of causal links between this measure and the program by experimental design. (JN)

Reviews factors that determine sample size, recommended sample sizes, recommended procedures for determining the appropriate sample size, and sample sizes reported in published and unpublished evaluations. (Author)

Using examples from an evaluation design of a bilingual preschool program, the authors have developed a paradigm resting on contextually based evaluation and involving implementation strategies and participant researchers. Multiple methods of gathering environment-specific data are used in the process. (MH)

Compares the responses of administrators, teachers, parents, and students to a questionnaire about purposes, communication qualities, effects, and philosophy of student evaluations. Suggests evaluations can serve as positive educational motivators that reward student efforts and enhance student learning, while avoiding critical, negative,…

Advantages of internal evaluation are illustrated through an in-house study of the familiarity of clinicians at a social service agency with the Tarasoff decision about responsibility concerning potentially dangerous clients. Advantages include multiple alliances among staff and researchers, increased cooperation, and an improved likelihood of the…

Peer review practices of scholarly journals were examined through a survey of 215 members of a professional society in the field of mass communication. Both researchers and referees had mixed feelings about peer review and specific journals and dissatisfaction with the direction and content of research published. (SLD)

A performance-standard setting procedure termed judgmental policy capturing (JPC) and its application are described. A study involving 12 panelists demonstrated the feasibility of the JPC method for setting performance standards for classroom teachers seeking certification from the National Board for Professional Teaching Standards. (SLD)

The three standard-setting approaches described in this special issue are summarized and contrasted: (1) judgmental policy capturing; (2) the extended Angoff method; and (3) the dominant profile method. An integrative summary of findings is followed by recommendations for modifying the methods. (SLD)

Reasons tendered by a selected group of 31 professional philanthropic foundation staff for the limited use of evaluation of philanthropic grants are reviewed. Ways to increase evaluation use are reviewed. Formal, informal, internal, and external evaluations can be very valuable to a foundation. (SLD)