Discusses the meaning of accountability and its implications for the child, who becomes involved in educational programs that are designed as a result of that evaluation process. (RK)

The Kindergarten Music Program (KMP) is one of several instructional systems currently under development at the Southwest Regional Laboratory for Educational Research and Development. The purpose of this article is to describe the evaluation procedure and the concomitant results of the first version of the KMP. (Author/RK)

Discusses the variety of roles that measurement and evaluation can play in improving the quality of instruction in science. Three types of evaluation are distinguished (preparative, formative, and summative evaluation), and the purpose and value of each type in the instructional process are analyzed. (JR)

The purpose of the present article is to react to the arguments presented in a booklet, Educational Accountability: Beyond Behavioral Objectives, that discusses the role of behavioral objectives. (Author/RK)

Today's elementary school principal must give high priority to the evaluation of curricular plans, students, and staff in relation to their place in the entire framework of the school and community. (Author/MF)

Before more community colleges are created, those in existence should be evaluated to determine the actual impact of such institutions and the direction in which they should move. (HS)

An evaluation model is presented which provides a structure and a process for the evaluation of school psychological services. The structure incorporates service areas along required service dimensions; the method involves a process leading toward program modification efforts and reevaluation. (Author/GK)

Utilization should be defined according to the evaluation approach used and the purposes established for it. By developing a matrix that includes the dimensions of utilization and the various evaluation approaches, it is possible to plan and conduct evaluations that increase the likelihood of the desired type of utilization. (Author/LC)

Formative and summative evaluation in nonschool settings are discussed, and six elements for effective use of a program evaluation system in diverse educational settings are outlined. (FG)

A statistical analysis of the losses due to theft and mutilation in the periodicals collection at Brock University indicates that security needs to be tightened. Nine suggestions for improving security are offered, and six references are cited. (CHC)

Describes a 24-month self-assessment of the Instructional Design, Development and Evaluation (IDDE) graduate program at Syracuse University, which included reviews of training and educational needs, curriculum analyses, and critiques by past graduates. The rationale for change is discussed, as well as implications for the future. Five references…

Describes a new method designed to identify defects in existing instructional programs so that ineffective parts may be repaired, and poor programs may be replaced with better ones. Four references are listed. (MER)

Describes four major types of evaluation: needs assessment, formative, implementation, and summative evaluation. Suggests the general categories of information that must be collected, analyzed, and interpreted, as illustrated by the example of the evaluation of staff development at a two-year college. (AYC)

The need for a "third dimension" of formative evaluation in reformulating the goals and design of new education programs is argued. The methods developed to meet this need in the context of the recently completed Florida Linkage System (FLS) project are briefly described. (Author/GK)