The future of instructional evaluation will probably involve responding to changes in the goals of both teaching and evaluating teachers. The inadequacies of student achievement tests as measures of educational effectiveness will lead to a shift of interest away from tests and toward the abilities of students to solve problems, use learning…

Finding summative evaluation methods lacking in relevance to specific programs within special education, a serial evaluation process was initiated to promote evaluation utilization in a California suburban school district. This method evolved during 5 years of evaluation activity with six strategies facilitating the development: (1) idenification…

Panels of teacher-selected classroom teachers should evaluate both faculty and administration performance. (JH)

A few major concepts about evaluation and accountability are examined briefly, and related to one another in a manner providing a simple portrayal of part of the mosaic of educational evaluation and accountability. This paper is not intended for evaluation specialists or schoolmen well versed in evaluation theory and practice, but for the…

Although important progress has been made in educational evaluation during the past decade new problems believed to be more serious threaten the progress that has been made. These problems are said to be a mixture of logistics and politics and are in large part an outgrowth of the increasing pluralism of American society. (Author/AM)

This paper describes a model, to be adopted or adapted by human services professionals, for overcoming barriers to the detection, intervention, and prevention of elder abuse. The barriers (professional denial of abuse problems, lack of detection, guidelines and intervention procedures, and the absence of community support services) are identified…

Seeking to clarify the purpose of teacher evaluation, the author advances a strategy in which improvement of instruction is the primary goal of evaluation. The paper divides the activities and strategies involved in evaluation into three broad categories: observation, judgment, and assignment of value. It recommends a process in which only those…

Needs assessment is a fundamental part of evaluation, and yet it has not developed as rapidly in sophistication as other evaluation methodologies. This is largely due to the difficulty in measuring real needs, as opposed to wants, interests, etc. This paper discusses some of the critical issues in needs assessment, and outlines some of the…

The CEVAL simulation exercise is appropriate for use in a workshop setting with up to 30 persons. It gives non-administrative groups--school board members, parent advisory councils, teachers, and parents--experience in making evaluative decisions, from the perspective of a school principal evaluating five special programs in an elementary school.…

Potential clients for centralized school district organizations with formal responsibilities for research and evaluation include societies, federal and state governments, boards of education, superintendents, other administrators, principals, and teachers. Not all clients are equal. An historical review of the evaluation literature supports the…

How can Title I evaluations be improved so that they are more likely to increase the impact of evaluation data on informed actions within the schools? An examination of evaluation practice leads to the conclusion that most LEA practitioners view Title I evaluation as externally imposed and primarily designed to serve state and federal needs. A…

The Educational Amendments Act of 1974 added an evaluation requirement to Title I legislation. Models of evaluation were required to specify techniques and criteria which facilitate comparisons of programs on a statewide or nationwide basis. The School District of Philadelphia conducted simulated studies of three evaluation models to determine…

This guide discusses processes and procedures for identifying teaching competencies and attitudes or beliefs, training resources, and assessment techniques needed by teachers in desegregated school settings. Part One includes the introduction and procedures for using the guide. Competencies needed by teachers in desegregated school settings are…