A presentation of a conceptual strategy for ascertaining data as to the sources of information utilized concerning the product and categories of formative evaluation activities. (Author)

Describes and criticizes traditional approaches to performance evaluation, presents and argues for the adoption of the Redfern Approach,'' suggests job target selection and description, presents 21 categories of effective teaching against which to measure job targets, and argues for dynamic rather than static performance evaluation plans.…

Teachers who believe that the school's evaluation program respects due process rights are better able to provide the diversity of educational thought and opportunity so necessary to effective school programs. (Author/MF)

The development and field test of a model prescribing specific operations for tryout and revision of self-instructional multi-media learning systems. (Author)

A generic product evaluation system was developed and validated when 13 qualified regular and special educators were trained to estimate the developmental appropriateness of 239 instructional materials. The teams provided feedback for product revision and supplementary use. The data had implications for long term planning, marketing techniques,…

Describes the process by which Learner Verification and Revision (LVR) transforms information gathered during learner verification into revision prescriptions for the development of instructional materials. Robinson's and Gropper's procedural models for formative evaluation are also discussed and a study comparing the effectiveness of materials…

Describes the process of developing and evaluating a formative and summative evaluation tool to assess undergraduate nursing students' ability to use the nursing process in a variety of health care settings. (Author)

The sensitivity and simplicity of Wald's sequential analysis test in monitoring a preventive health care program are discussed. Data exemplifying the usefulness and expedience of employing sequential methods are presented. (Author/GK)

Examines distinctions and assumptions underlying methods of argument analysis and criticism and defends descriptive diagrams such as the Toulmin model as illuminating methodological tools. Discusses defining characteristics of argument, presents an application of the Toulmin system, and details the presuppositions associated with context-sensitive…

Describes procedure to measure a new course's ability to meet standards in three areas: student acceptance, student gains, and student comprehension. It has been used over three years to test the acceptability of 31 courses which contain more than 200 videotape presentations, and thousands of pages of print materials. (Author/JEG)

Encourages the use of evaluation research rather than process, impact, or comprehensive evaluation; and notes that meaningful evaluation research can occur when the true experiment is combined with longitudinal designs. (JEG)