Positive and negative aspects of evaluating change programs are discussed, and a process evaluation model is proposed. The four specific areas upon which the paper focuses are as follows: (1) definitions of evaluation and evaluation research and a review of some approaches to evaluation; (2) the functional consequences of evaluation; (3) arguments…

While the educational product development field has expanded tremendously over the last 15 years, there is a paucity of conveniently assembled and readily interpretable information that would enable users to make accurate and informed evaluations of different, but comparable, instructional products. Minimum types of validation data which should be…

Before continuing education is effective, the rehabilitation counselor, along with the vocational rehabilitation agency, needs a comprehensive method to assess training needs. A rationale for training-needs assessment is described by using training-needs assessment instruments and examples of how training-needs assessment data are used to improve…

Asserting that traditional evaluation methods which employ only the outcome model do not yield enough information re: early childhood education programs and school programs in general, this article discusses methods of broadening the evaluative model to include an analysis of the on-going processes within early childhood programs. (JC)

Responsive evaluation emphasizes continually changing factors: educational issues, program observation, consideration of different values held by involved groups, and needs of the audience targeted to receive the report. Preordinate evaluation, on the other hand, emphasizes formal goals, standardized measurement instruments, and values held by the…

A brief review of formative evaluation strategies highlights a number of problems. A model, incorporating an objective thematic and structural analysis technique, is proposed with the aim of removing some of the existing problems. (Editor)

Examines the incorporation of formative evaluation into the early stages of educational television (ETV) program development, and describes Self-Formative Evaluation, a system conducted by the developers of ETV programs and in-house evaluators. Evaluation criteria for early formative evaluation of ETV are also presented. (20 references)…

After examining recruitment as a dual process in Detroit and Yokohama (Japan), the author states that discrepant findings result in part from different temporal focus in the recruitment process. He advocates study of the entire recruitment process and the need to isolate contingencies that influence employee selection. (Author/CH)

Describes a method for videodisc courseware development utilized by the University of Notre Dame Interactive Videodisc Laboratory staff, which includes production of a storyboard as the final component of the design phase. The three steps of group storyboarding, formative evaluation, and generation of production documents are discussed in detail.…

Reports on a study to determine the decision-making processes and styles used by consumer education students when confronted with a consumer credit problem. Tests were administered to 27 secondary students. Findings revealed that gender determines to a great extent the process and style used. (Author/CH)

Discussed is a method of small-scale course evaluation that is performed as part of a larger, integrated process of course review and redesign and carried out by a team including an external evaluator and the course teaching staff. (MSE)

A management development project at a daily newspaper in Southern California used the formative evaluation process as a strategy for organizational improvement. The process involved building teams of circulation managers, based on the assumption that the best managers have positive self-concepts and that managers' self-concepts can be enhanced by…

The program evaluation process at the University of Houston, involving self-studies by academic departments and review by outside evaluation teams, is described. The process considers educational goals and objectives, as well as the quality of students, faculty, and facilities. (PGD)

Offers suggestions for reinforcing the teaching of writing as process by approaching the evaluation of writing as process. (FL)

The author proposes a learner-centered approach to the design and formative evaluation of OU courses.