Discusses the relationship between certain aspects of curriculum evaluation and of accountability in a college setting. Identifies factors that may influence developments in the process evaluation of vocational curricula and goes on to propose that study of these factors may prove to be of considerable value for "internal control" over the…

The author discusses how using statistical process control can help manufacturers save money and produce a better product. He covers barriers to its implementation within an organization, focusing on training workers in the methods. (CH)

Consists of two articles focusing on (1) a modern behavioral model that takes cues from Hippocrates' Four Temperaments and (2) use of a behavioral approach to improve the effectiveness of meetings. Lists positive and negative behaviors within the meeting context. (CH)

Examined and compared both process and outcome variables within supervision. The results support previous findings that emphasized the importance of supervisory support and client-treatment planning for trainees. In addition, the results support a developmental model of supervision. (Author/BL)

The instructional auditor reviews school district policies, job descriptions, budget allocations, contract provisions, internal and external communications, instructional monitoring and delivery systems, elections, student characteristics, personnel characteristics, and administrative authority as these factors affect a district's instructional…

A brief history of educational evaluation efforts and trends with definitions and distinctions between summative and formative evaluation provides an overview of alternative methods and a rationale for selecting formative evaluation when appropriate. (SK)

A method of analyzing textual learning materials is described. Using data from student questionnaires, the method reveals the underlying structure of concepts in the materials and can pinpoint the location and cause of student difficulties.

Presents guidelines for the evaluation of instructional materials beginning with the first phases of development and continuing until they are finally replaced. (JY)

Describes special considerations to be accounted for by evaluator of computer assisted instruction (CAI) materials, outlines a recommended approach to formative evaluation of CAI (one-to-one evaluations, small group evaluations, field tests), and offers suggestions to evaluators of CAI concerning how process can be simplified. Five references are…

A student evaluation system is described that maximizes characteristics of formative evaluation, uses multiple forms of assessment to evaluate competency, and provides timely and detailed feedback and opportunities for remediation. Student and faculty opinions of the program have been positive. (Author/MSE)

Formative evaluation of new readings for a professional life insurance course provided specific student comments pinpointing areas which were problematic in terms of comprehension or treatment of the topics. Description of a solution to this particular text selection and development problem is provided. (RL)

In evaluating curriculum materials that are being developed for classroom use, students act as learners and teachers at the same time. Two stages of formative evaluation of materials are described: one-on-one and small group evaluation. Sample questionnaires for each type are provided. (CT)