This paper describes the methods engaged in by an internal evaluation unit within a large school district to transition program staff from participating in a formal program evaluation to continuing the responsibility of program monitoring once an evaluation ends. Formal multiyear program evaluations can provide program managers and staff with…

This paper presents an evaluation of the National Network of Eisenhower Regional Consortia and Clearinghouse. A symposium presentation was chosen to report the consortia's contribution to the improvement of mathematics and science education. The presentation is divided into four sections, each of which was presented separately by one of the panel…

The new editors of the "Review of Educational Research" recognize their charge to be comprehensive in the process of review of educational research and to be of service to educators. They also acknowledge the challenge to be nurtured by the scholarship of the times and innovations in education. (SLD)

Advances the argument that advocacy in evaluation is inevitable when advocacy is understood as a value commitment to a particular representative ideal. The regulative ideal advanced in this article is a commitment to democratic pluralism. Three case examples illustrate these ideas. (SLD)

Evaluation reports produced in the Canadian Department of National Defense have been subject to peer assessment since 1972, but the evaluation literature contains little evidence to support the practice. Peer assessments are used to ensure that standards have been met, to correct errors, and to gain insight from reviewers. (Author/SLD)

Provides a historical accounting of the work of early African American educational evaluators to show the critical place of race and culture in both historical and contemporary visions of responsive evaluation. Discusses reasons their work has so largely been ignored. (SLD)

Offers consideration of the relationship between a responsive approach to the evaluation of educational programs and a personalized approach to the assessment of student achievement. Explores responsiveness as a motif for inquiry about program quality and student accomplishment, emphasizing the relationship between the two. (SLD)

A national survey of the perceptions of chief academic officers and faculty representatives at U.S. graduate institutions regarding post-tenure review policy and practice suggests that such practices have been more symbol management than substance and more response to the rhetoric of accountability than intent to affect faculty status. (Author/EV)

Proposed a three-phase model for program theory building and testing in evaluation and tested the model in studies involving 540 employees and 315 elementary school teachers. The studies show how to cumulate knowledge about evaluation and how knowledge can be derived from evaluation. (SLD)

Presents results of a literature review, organized the Milstein and Cotton evaluation capacity (B. Milstein and D. Cotton, 2000) framework, detailing and analyzing the contextual factors and system features that impact the evaluation capacity of school counseling programs. Discusses implications for evaluation in other settings. (SLD)

The traditional view that an activity's comparative impact on collective welfare ought to guide resource allocation is refuted. A paradigm of a multisystem society with the non-fungibility of investment resources an essential issue in project appraisal is presented. (SLD)

Different dimensions of evaluation utilization and evaluator strategies for stimulating use are discussed, in terms of designing a formal evaluation utilization system. While the need exists to improve the design process, there is no simple formula. Evaluators should see part of their function as creating a repository of knowledge. (SLD)

Refutes three evaluation myths--(1) evaluation is findings; (2) outcomes are hard to measure; and (3) evaluation is an add-on--with three principles: (1) evaluation is a learning process; (2) soft data about important issues are better than hard data about unimportant issues; and (3) meaningful evaluation is integrated into teaching and learning.…

Managers/executives (n=42), training directors (n=47), trainers (n=45), and supervisors (n=33) identified the primary methods of evaluating training transfer as testing and performance evaluation. Supervisors estimated that 67% of training is transferred. The most used strategies to improve transfer were program modifications, improved training…

The article and commentary in this special section consider the ethical implications of a remark by an employee in a business being evaluated that employees have been advised to make the program look good. Explores the implications for the evaluation and its usefulness. (SLD)