This paper outlines two broad paradigms of action research referring to early education programs: (1) summative evaluation through quantitative group comparisons of intelligence and achievement, and (2) formative evaluation through process-oriented observational methods with an emphasis on qualitative information. (CM)

The author describes the evaluation planning done for the Project for Science Integration in Ghana, with emphasis on the contextual limitations in a developing nation concerning the teachers, students, authors, materials, and finances. With careful planning, it was found that illuminating data for instructional improvement could be collected. (SJL)

A survey of existing research designs and accompanying techniques if presented along with brief assessments of their usefulness for programs of different types. The authors stress particularly the use of field experiments for the assessment of prospective social policies and programs. (Author/MV)

This article describes the process of assessing needs in schools by analyzing existing conditions, stating desired goals, recognizing discrepancies between the two, analyzing the discrepancies, setting program objectives, and arriving at major solution procedures. (JD)

This paper discusses three general questions about evaluation as each relates to student, teacher, and curriculum evaluations. The three questions are: Is the purpose of the evaluation clear? Is the evaluation being performed at appropriate times? Are the data generated appropriate to the purposes? (Author/RM)

Suggests that teachers use assessment in two equally important ways: (1) to periodically evaluate students' cumulative knowledge and understanding, a process known as summative assessment; and (2) to continually evaluate students' progress in learning, known as formative assessment. (DDR)

Outlines the findings of a qualitative and primarily formative evaluation of Louisiana's Networking Infrastructures for Education pilot program to help develop a statewide educational technology network. This evaluation primarily focused on efforts to incorporate Internet applications for math and science curriculum in elementary and secondary…

Presents research founded on a socio-ecological approach to environmental education that includes individual and structural aspects of environmental awareness and problem solving. Presents one instrument used in discussions with teacher teams. Contains 23 references. (DDR)

Reported is a study of a teaching practice experience which sought to increase the self-awareness of a group of student teachers and to ascertain the extent to which students are able to reflect on their teaching. Discussed are change in schools, and the self-evaluations of student teachers. (CW)

Outlines the steps involved in the development of a CD-ROM product. Areas discussed include user requirements definition, delivery systems definition, database design, application design and development, data capture, data conversion program design and development, data conversion and enhancement, data indexing, system integration and evaluation,…

Discusses the distinctions between formative and summative evaluation as they apply to instructional products (materials) and people (learners). Various terms for these four types of evaluation are mentioned, and their characteristics are described through examples from both educational and corporate instructional settings. (11 references)…

The evaluator's role in planning/implementing an evaluation of a new program to train school administrators in performance appraisal skills is described. This case study of the evaluators' broadening roles uses E. Chelimsky's continuum (1987) to analyze political processes and decision making involved in the evaluation of a state-funded program.…

Process evaluation of a residential alcohol and drug treatment program for the homeless, the New Orleans Homeless Substance Abusers Project, found that treatment effects were in a positive direction, but were rarely significant. Retention in treatment for more than a few months was associated with more positive outcomes. (SLD)

Describes the stages of the change process when redesigning an education system: (1) initiating the process, (2) designing the new system, (3) planning the implementation, and (4) implementing the design. The common obstacles encountered during the change process (derived from a survey of 60 schools nationwide) are analyzed, and the status of each…

The traditional format for process recording, used in social work field education, is a written verbatim report of the worker-client interaction. It is argued that the process recording should be reconceptualized as a continuum of techniques. A proposed method is explained, suggestions for incorporating varied techniques are offered, and a model…