A developmental view of program evaluation is offered that suggests that each stage requires a different purpose and method. This perspective is illustrated in a description of evaluation procedures used to assess a child development program for adolescents. (Author/MLF)

The purpose of this paper is to examine the various decisions associated with evaluation, provide some sort of structure and terminology for them, and then determine where (within this structure) the crucial value judgments lie. One result of such analysis will be a definition of evaluation. (Author/CTM)

The System for Training of Aviation Regulations (STAR) provides comprehensive training in understanding and applying Federal aviation regulations. STAR gives multiple vantage points with multimedia presentations and storytelling within four categories of learning environments: overviews, scenarios, challenges, and resources. Discusses the…

Examines the differences in summative and formative evaluation of college teaching, and suggests a new model for peer review of teaching that uses colleagues from other campuses (external review) for summative evaluation. Argues that traditional student evaluation and on-campus peer evaluation (internal review) discourage innovations in teaching…

Notes key points of formative assessment that teachers should incorporate into their writing pedagogy: the writing process works; intensive evaluation is seldom desirable; the teacher is not the only person who can evaluate writing; writing must be taught in every classroom and discipline; writing resources are readily available; and motivation is…

Provides a conceptual framework for introducing active learning into the classroom as a tool for assessment. Notes that formative assessment can be a powerful tool for transforming a passive classroom into one filled with active participants. Discusses what is assessed, what are the criteria, who will assess, and how the object of assessment will…

Argues that, if portfolios are to be used effectively for formative purposes, they must be more than receptacles of work: they must invite students to be centrally involved in their own learning. Discusses what should be assessed, when it should be assessed, what kinds of information formative portfolios should provide, and who should be "doing"…

Describes numerous teaching\writing activities used in a teacher's high school history classes that are based on using writing as a means of teaching and learning, and on an understanding of the importance of continual (formative) assessment. Describes "initiative" assignments, process and reflection assignments, and research assignments. (SR)

The integration of assessment, learning, and instruction are discussed, focusing on the importance of students' prior knowledge. A literature review and analysis of 128 studies provide support for the assertion that assessment has an important impact on instruction and learning. Positive effects were found for progress assessment. (SLD)

Proposals satisfy a number of functions in evaluation work. This article examines how these functions differ depending on whether the proposal concerns a preordinate study in which methods are prespecified or an emergent study in which decisions about methods are made as the study proceeds. (Author/SLD)

The delivery of courses via videoconferencing from the University of Alberta to remote sites was evaluated by students, 70% of whom were Canada Natives. They expressed a need for more course information, advising, counseling, and access to students. The program had a 51% completion rate. (SK)

Describes a formative evaluation of a one-day introductory computer-based training course for university employees using a new online financial and purchasing system. Evaluated the effectiveness of the training, identified appropriate revisions that were incorporated into the training program, and examined learner attitudes toward the course.…

Reports on a group of teachers using formative assessment tools to pilot their students toward deeper understanding. Suggests that their efforts help in the implementation of the district's inquiry-based science curriculum. (MM)

Discusses classroom assessment techniques (CATs), formative assessment tools that require knowledge of one's discipline and a clear desire to increase student learning. Examples are provided from a Spanish grammar and composition course. (Author/VWL)