This issues paper, seventh in a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. The aim of this issues paper is to provide a description of the approach of the Formative Evaluation of the…

The data compression aspect of 20th century science is evident in the "mass action" concept of brain function embodied in the "g" model of intelligence and academic tests. This paper sketches the history of the devolution of the "g" model into multifactored intelligences, contrasts dynamic process versus static…

Analyzes and evaluates the institutional processes of higher education. (PG)

An analysis of the legislation passed by California, Florida, Oregon, South Dakota, and Washington and the actions taken by the State education agencies in Hawaii and Virginia concerning procedures used to evaluate the performance of school personnel. (Author/MF)

A review of evaluation of product and program development in laboratory and research and development centers. (Editor)

Three models of evaluation emerge: objective and independent, objective but serving one interest, and pseudo-scientific public relations. Evaluation of an interdisciplinary mental health education program and roles must all be attended to or the weak link undermines the rest. (Author/RL)

Reviews formative evaluation and presents a model for instructional material development and revision. The model can be used for curriculum development efforts and is designed to be helpful in a variety of instructional efforts. (CT)

Basic word-list publications are seen as still inadequate. In these, word building should be dealt with. Recent research findings in the fields of syntax and semantics should also be brought to bear. Useless elements should be eliminated, and active as opposed to passive vocabulary recognized. (IFS/WGA)

Findings of this study on the validity of script reviews in preproduction formative evaluation support the use of script evaluations as a means of identifying program strengths and weaknesses and serving as a guide for revision. Program areas that can be reliably evaluated at the script stage are discussed. (RAO)

Merit is an intrinsic measure of value which inheres in the evaluated entity itself, while worth depends on the interaction of the evaluated entity with its context and may vary dramatically from context to context. If taken seriously, the differences point toward the need for more naturalistically oriented evaluation. (RL)

Illustrates the need for process evaluation as part of cost-effectiveness/benefit studies. Identifies reasons for ineffectiveness in three outcomes for cost-effectiveness/ benefit analysis (enrollment, completion, employment), and suggests some general strategies for program improvement. (CT)

Explains formative and summative evaluation and the stages of instructional design. Applies Kirkpatrick's model of training evaluation (evaluating reactions, learning, behavior, and results) to volunteer training. (SK)

Discusses the need for quality assurance in distance education; describes evaluation criteria; and reports how Ivy Tech State College (Indiana) created a peer review process as a formative evaluation tool to assure the quality of its distance education courses. Explains roles of the participants and evaluation of the peer review prototype. (LRW)