Presented here are two different sets of criteria with which instructional developers evaluate projects and the profoundly different consequences they hold as to the type of development program which results. These two sets of criteria result from two basically different positions in instructional development - development of products versus…

Discusses the Massachusetts and New York Evaluation Service Center for Occupational Education at Amherst, Massachusetts, which seeks to develop a mechanism to provide a continuous feedback of program evaluation information to local education agencies offering occupational education. (Author)

How accountability can help principals and their schools to be more effective by becoming more productive. (JF)

Setting performance standards allows those involved in the educational process realistically to assess their progress toward objectives. Just as a corporation is ultimately accountable to stockholders, the college must insure that students receive a fair return on their investment of time, effort, and ability. (JO)

Scriven advocates a philosophical shift from the pseudoscientific doctrine of the traditional social sciences. He substitutes a key evaluation checklist--encompassing needs assessment, comparative value, and assessment of overall value; and suggests that evaluators use this checklist. Theoretically, the grounding of evaluation in judging and…

The author sets out three reasons for a school to engage in a self-evaluation: social, economic, and professional accountability. From this, he indicates the different forms such an evaluation might take in practice. (Author/SJL)

The 50-item Utilization Enhancement Checklist involves: determining evaluator role; understanding organizational context; planning; conducting the evaluation; and communicating evaluative information. The checklist is presented as a summary of the preceding nine articles. (Available from: Jossey-Bass, Inc., 433 California St., San Francisco, CA…

The author's background in developmental/international education, as well as her professional experience in Alaska--involving policy, evaluation, and research--have suggested that evaluators must be aware of the cultural context of the situation. She also contends that our evaluation methods should be tested and studied in foreign cultures. (GDC)

The determination of the cost/effectiveness or cost/benefit figures for training should be the responsibility of training specialists. If training specialists are any good, they ought to be able to prove it; they should show how job performance requirements are determined, how instruction is developed and implemented, and how accountability is…

Describes a study conducted at two Canadian universities that investigated undergraduate students' understanding of the need for Web site evaluation and their ability to articulate criteria for evaluation. Results showed that students do view Web sources somewhat critically and are aware of standard evaluation criteria. A copy of the survey used…

Discusses the practical questions of evaluating, improving, and rewarding teaching. Suggests that teaching become more collaborative through faculty seminars, curricular planning, or team teaching. (PRA)

Collected and reviewed all available assessment instruments (n=29) used to study suicidal behaviors in adolescents and young adults. Found instruments varied substantially in purpose, format, informant, and theoretical orientation. Categorized 461 items from instruments according to behavior type and content categories. Most items assessed…

Stresses the importance of accepting the premise that there is no such thing as a perfect evaluation system. Recognizes that there is a need to improve the existing process to make promotion and tenure decisions more equitable and effective. Argues for a systematic and impartial decision-making process for faculty and chief executive officers.…