Current trends in teacher education are characterized by programs designed to emphasize approaches to learning which are competency based, field centered, and individualized. Presently few colleges and universitites have progressed very far in the development and implementation of these innovative teacher education programs. This study presents…

To evaluate a specific program means to compare it against a standard that specifies what the program should be like at a specific time. Standards may be constructed in three ways: surface standards force the definition into a model shaped by scientific procedure; deep standards include information on the inputs, processes, and outputs for each…

Competency testing is only one component of competency-based education (CBE); the others are: educational objectives, instructional process, remedial instruction, and program evaluation/reconceptualization. To implement only competency testing may result in disillusionment with the entire concept of CBE, which seeks to improve programs, not fail…

Describes the use of a self-instructional system in an animal structure and function course for meat inspection students at Lincoln College. The method was shown to be successful in promoting learning as measured by pre-test/post-test gain. The highest rated components for both enjoyment and effectiveness in the course were the self-paced feature…

High school students, teachers, and principals were surveyed regarding their perceptions of the availability and importance of different types of evaluative information. Overall, all three groups perceived that evaluative information was only occasionally available, which indicating that such information was important. (Author/MV)

The increasing sophistication of school health program evaluation procedures tends to parallel or reflect the development of the total school health program. (JD)

Discusses the advantages of using a pretest in introductory agronomy courses. Provides a pretest that has been developed for use in an introductory crops course taught at Southern Illinois University. Includes 25 definitions, 17 true-false and multiple choice questions, and 6 short answer questions. (TW)

Teacher educators of the Instructional Leadership Program at the University of Vermont used interactive evaluation procedures (including numerical, process, and summative approaches) to inform their decisions about program improvement through a new training option for regular and special education leaders. (CB)

Describes evolving trends in testing, including such topics as formative versus summative evaluations; the use of tests as a guide to instructional decision making; the need to focus on higher level cognitive skills; and the role of computers in testing. An annotated bibliography lists 10 relevant journal articles. (CLB)

An alternative approach to the systematic design and development of computer-assisted instruction courseware by classroom teachers is described which consist of three main stages of design, development, evaluation, and revision. Each stage produces a usable output: (1) computer-assisted testing program; (2) drill and practice courseware; and (3)…

Describes the process used to develop two examinations, an achievement test of computer literacy and a computer anxiety index. Highlights include a definition of computer literacy, determination of the validity and reliability of the tests, and a study to evaluate the final versions of the tests. (Author/LRW)

A noncomputerized system was developed for collection, storage, and analysis of student performance data in an early childhood special education program. Formative evaluation data for 12 students during one school quarter indicated that the staff made 719 data-based decisions, resulting in reteaching, moving ahead, or branching within cumulative…

Notes problems with the current emphasis on summative evaluation of student progress and argues that a formative approach would be more beneficial for students and teachers, offering both groups greater understanding of the learning taking place. Discusses practicalities of adopting formative evaluation procedures, e.g., teacher training, computer…

Describes the steps in a systematic approach to: identification of most important competencies for industrial trainers for agency use in developing instructor competencies to select, train, and evaluate trainers: determining need for trainer competencies list; identifying competencies; establishing criteria to judge competencies; and testing…

This meta-analysis investigated the effects of formative evaluation procedures on student achievement. Twenty-one controlled studies generated 96 relevant effect sizes (average weighted effect size .70). Magnitude of effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior…