This document discusses the importance of maintaining the quality of DACUM (Developing a Curriculum) occupational analyses and presents a 2-page checklist detailing DACUM quality performance criteria. The introduction to the checklist discusses various "infractions" discovered during an analyses of some curriculum/program developers'…

This guide is designed to help school district leaders promote comprehensive school reform (CSR) and to assist schools in evaluating the implementation and outcomes of their CSR models. The guide discusses why evaluation is critical and how to use it as a tool for continuous improvement in CSR models. Summative and formative evaluations are…

Ninety teachers in grades three through six were asked to judge the likelihood of their students' passing Ohio's Fourth or Sixth Grade Proficiency Tests. Judgment ratings consisted of "likely to pass,""uncertain to pass," or "unlikely to pass." These ratings were collected in January 1998, 3 months prior to the…

A formative evaluation was conducted to determine the types and amount of dissemination and services the Pacific Regional Educational Laboratory (REL) provided to its constituency in the first 9 months of 1999. The evaluation also studied how recipients of REL products and services perceived the usefulness and quality of the products and services…

Project Change is a community-driven anti-racism initiative operating in four communities: Albuquerque, New Mexico; El Paso, Texas; Knoxville, Tennessee; and Valdosta, Georgia. The formative evaluation of Project Change began in 1994 when all of the sites were still in planning or early action phases. Findings from the summative evaluation will be…

Evaluation of student work in the visual arts is a mystery for many not involved in the process of creating and teaching art. Even for those experienced in teaching visual arts, the process of evaluation is often too subjective and lacking in formative feedback for the student. This paper describes how Process Portfolios along with clearly defined…

A discussion of the problems in specifying resources, planning activities and anticipating results in designing educational projects. (HB)

Article describes the computer-based project in Barstow, California. The project seeks determination of students' learning achievements and whether these learning levels are rising at an acceptable rate to meet predetermined goals. (HB)

Discusses means of improving curriculum evaluation, especially with respect to the Australian science curriculum. Provides a clear definition of curriculum'' and suggests a master model for curriculum evaluation. Recent trends in procedures for evaluating student progress are also outlined. (JR)

Analysis of three evaluation systems: 1) norm referenced achievement tests; 2) criterion referenced evaluation; 3) norm-based tests as criterion instruments. (Author/SP)

Differing views of a curriculum project led to ineffective implementation of the program, and subsequent failure to promote desired educational changes. (JB)

Teacher evaluation should be based on assessment of the process of teaching rather than on the product. If teachers are evaluated according to their ability to change, they will change. (Author/MF)

Authors suggest that a perspective of evaluation is needed by the teacher if evaluation is to be an active force in the curriculum and if it is to serve as an integral element in the planning of instructional activities for her pupils. (Authors/MB)