Performance tests are used in training evaluation to (1) certify student achievement, and (2) diagnose weaknesses in the instructional system. Proficiency measures that focus on task outcomes (product) normally provide data relevant to the first purpose, whereas measures of how the tasks are carried out (process) pertain to the second. Time or…

The purpose of this three-year project is to implement elementary music programs in the public schools of the region by operating an exemplary center in music education, and by establishing procedural patterns for school systems to follow. Standardized and locally constructed tests and surveys show rapid progress of students and significant…

Two modes of evaluation are compared: the summary evaluation by supervisors performed at six-month intervals, and the technique of direct observation of a clinical encounter through one-way glass. The sample consists of 17 residents in pediatrics who were evaluated, using both methods, over an eight-month interval. The analysis of data indicates…

The key findings of phase I relative to the Sterling Institute curriculum development model being used in the preparation of a multimedia, individualized course in economic analysis for the United States Naval Academy are presented in this paper. The current status (October, 1968) and planned activities of the project are also outlined. The…

The development and evaluation of a system for designing instructional plans and resource patterns for those plans are described. Development of the system, which was in three stages, was based on the premise that decisions concerning efficient allocation of resources and the use of resources for effective instruction cannot realistically be made…

The success of educational programs is often determined by the coincidence of the testing instruments with instructional procedures and program content rather than by the actual performance of adults and children in the classroom situation. Standardized achievement tests, which are the principal instruments used for assessing program effects,…

The role of educational evaluation in product development is part of a framework for discussing and organizing formative evaluation studies. This framework is two dimensional, with formative evaluation activity as one dimension and sources of information as the other dimension. Discussions are presented on the four categories of formative…

This speech analyzes the critical ingredients of an objectives-based management system for (1) goal determination--decisions regarding the direction of the educational enterprise; (2) progress monitoring--the formative evaluation of the system's enroute success in attaining its goals; and (3) output appraisal--the summative evaluation of the…

Defines evaluation research and describes the dimensions of this research procedure. Presents six steps that guide the evaluation research process and provides five different models, discussing one in detail. (MA)

Considers two aspects of design and performance evaluation of information systems: initiation, planning, development, and testing of new systems, to include modification of existing structures; and appraisals and measurement of operational systems and components. A taxonomy of information systems provides a basis for organized evaluation of system…

Some of the difficulties encountered when attempting the formative evaluation of Open University television and radio programs are discussed, and a few tentative conclusions about how the developmental testing of these programs might develop are considered. (Author/JEG)

Presents production plan and formative evaluation reports developed by the media production department of the National Technical Institute for the Deaf (NTID) to state production specifications concisely, and then to document and report learner and product performance during field testing. (CMV)

A research study demonstrates that making revisions suggested by developmental testing of an Open University music course resulted in more effective learning, reduced study time, and fewer learning difficulties for students. (Author/STS)

Cites the need and traces the development of an interinstitutional undergraduate marine science program. Provides formative evaluation of the program. (CP)

Describes the initial efforts of the Nova Scotia Department of Education and the Atlantic Institute of Education in Halifax, Nova Scotia, to conduct a formative evaluation of a French language television series in order to suggest improvements for their own television programs. (Author/RK)