A need exists for the National Institute of Education (NIE) to extend the range of its concern with measurement into a number of new areas. While the measurement of basic cognitive abilities is well-advanced, accurate measures of affective and higher-order cognitive abilities are not generally available. Measurement could also be extended into…

Since mid-1971 the Instructional Objectives Exchange has been engaged in a major effort to develop and disseminate criterion-referenced tests in the fields of reading, mathematics, language arts, and social studies. This paper isolates the chief technical decision-alternatives faced in this project, such as: (1) the optimal number of tests to…

It is a minor paradox of higher education that graduate study, acknowledged to be the most costly and complex phase of university activity, should have the least attention. Institutions vary widely in the amount of self-inquiry they direct toward graduate work, and information collected over a wider area by standard methods has been difficult to…

This report was requested by the Lunenburg, Massachusetts Public Schools through the Merrimack Education Center. Under the agreement with the Center, the consultant, with the assistance of several associates, evaluated the statewide program in the town of Lunenburg. Objectives were to determine the system's total evaluation needs from an…

Notes that behind its unique classroom activities--the foreign language courses and the dance lessons--the alternative school program of the Cincinnati School District is largely a network of unknowns. (Author/AM)

Five basic definitions of evaluation are identified: (1) evaluation as measurement; (2) evaluation as professional judgment; (3) evaluation as the assessment of congruence between performance and objectives (or standards of performance); (4) decision-oriented evaluation; and (5) goal-free/responsive evaluation. (Editor/LBH)

This article asks and answers the following three questions concerning curriculum evaluation: (1) why evaluate curricula; (2) if curriculum evaluation can be justified, then what are useful curriculum evaluation questions; and (3) given the constraints of time, money, and expertise, how can useful curriculum evaluation be conducted? (DCS)

The author argues that one of the worst aspects of logical positivism is its attempt to construct a value-free science and to exclude values from the scientific process. (Author/PN)

Author cites the benefits of a multi-level reporting technique for use in making training evaluation reports. (GB)

Describes the College for Human Services, designed to train new kinds of professionals in the human services in a two-year program which integrates field work and study. (DM)

Calls for a thorough evaluation of all federal programs for the disadvantaged and urges more funds for educational research and development. (JF)

The only way to effectively use course evaluations is to reconstruct programs according to the evaluations. (HS)

Rehabilitation services need to state their objectives, taking into account needs of the individual, age distribution, work attitudes, and evaluation of vocational placement. (AG)

The author suggests that educators are not the consumers of educational materials and "raises the case for the learner as consumer through developmental as well as summative evaluation of materials." (Editor/AK)

Regional educational laboratories have developed as autonomous organizations which display a wide variety in their management styles and practices. (CK)