A textbook evaluation worksheet is given. The form rates the following areas: authorship, readability, physical features, graphics, content, book parts, skills and activities, and teacher's manual. (SK)

To assist students in their study of the methodology of rhetorical criticism, this essay presents four criteria by which to evaluate the adequacy of rhetorical criticisms: (1) justification of claims; (2) presentation of rhetor's choices; (3) coherent presentation; and (4) capacity to incorporate other perspectives. (PD)

Concludes that scholars favor anonymous review of manuscripts submitted to scholarly journals and want suggestions from referees. Finds also that referees tend to place more importance on the theoretical importance of a manuscript than do scholars. (FL)

The Delphi technique was used to ascertain the relative importance of evaluation standards for vocational/technical programs in Missouri. The rank ordering of the standards provides a framework for deriving the overall quality rating of programs and institutions. (SK)

Examines the reviews of 421 drug education films prepared over the last decade by the Audiovisual Assessment Group of the Addiction Research Foundation of Ontario. Also outlines the criteria that good drug education films meet and mentions areas for which high quality drug education films have not yet been produced. (Author/JL)

Compares in table format 57 commercially available word processing programs for microcomputers and provides definitions/explanations for comparative criteria categorized according to editing and printer/formatting features. (JN)

Criticizes three paradigms currently used in debate: hypothesis testing, policy systems analysis, and the "tabula rasa" stance. Offers five functional standards for evaluating competing debate paradigms. (PD)

Responds to Rowland's article, (CS 705 841). Addresses four problems in Rowland's argument. (PD)

Discusses the rationale for establishing criteria for evaluating oral history interviews. Presents seven evaluation categories relating to oral history tapes and three categories relating to typescripts. (CK)

Three types of validity are discussed: content, criterion, and construct. It is suggested that those who teach and evaluate student writing should be aware of the need for valid and reliable measures of evaluating and grading student compositions. (KC)

Presents a report form that allows for the systematic evaluation of instructional materials, highlighting learning objectives/strategies, grade level, technical quality, storage and identification for classroom teachers. (RAO)

Young children's use of motives and outcomes as criteria for moral judgments was measured under three modes of story presentation and several different combinations of positive and negative motives and outcomes. Recall for the critical story information was also assessed. (Author/RH)

Suggests some new admission criteria after arguing that present standards for admission to teacher education programs are generally inadequate to assure that even a high-quality program will produce successful teachers. (Author/IRT)

A fictional confrontation among Plato, Rousseau, Reimer, Dewey, and Horace Mann on teacher accountability is presented. (JMF)

The Proposal Evaluation Criteria section in a request for proposal (RFP) or grant announcement suggests the information which should be supplied to the funding agency: (1) demonstration of understanding of the program; (2) proposed approach, (3) adequate management; (4) personnel qualifications; and (5) the organization's previous experience. (GDC)