The Center for the Study of Evaluation's project, Evaluation and School Districts, used questionnaires to survey the heads of evaluation offices in metropolitan public school systems. This paper presents the preliminary findings of the survey. Most school systems have established a centralized program evaluation unit organized around three…

The Testing, Assessment, and Evaluation Division (TAE) of the National Institute of Education was created during a reorganization in 1978. Some of TAE's activities have included: identifying research needs; long-range planning for federally-sponsored evaluation research; reviewing evaluation methodologies; comparing local vs. large national…

BECAUSE TEACHERS NEED RESOURCES BOTH TO ASSESS AND TO DEVELOP INTELLECTUAL SKILLS IN YOUNG CHILDREN, THE NEW YORK CITY BOARD OF EDUCATION AND THE EDUCATIONAL TESTING SERVICE UNDERTOOK A PROJECT IN THE FIRST GRADES OF 25 ELEMENTARY SCHOOLS DURING THE 1964-1965 SCHOOL YEAR. FOUR ASSUMPTIONS FORMED THE THEORETICAL BASE OF THE PROJECT--(1)…

This document presents guidelines for use by museum staff members as they evaluate their institutional capabilities and programs. Guidelines are based on a new evaluation perspective--naturalistic evaluation--which can help museum staff assess their programs in a more interpretative, less judgmental way. Naturalistic evaluation is characterized by…

Procedures for the evaluation of patient education programs have been slow to evolve; the majority of programs, in fact, remain unevaluated. Patient education efforts, particularly with cancer patients, are effective in enhancing recovery, alleviating anxiety, and facilitating compliance. Patient education should minimize patient dependence on…

The activities of Educational Testing Service (ETS) in evaluating educational programs are described. Program evaluations are categorized as needs assessment, formative evaluation, or summative evaluation. Three classic efforts which illustrate the range of ETS' participation are the Pennsylvania Goals Study (1965), the Coleman Report--Equality of…

Evaluations by school district research and evaluation units have minimal impact, because they do not meet the realities of school district decision making. School districts are loosely coupled systems that do not respond to centralized planning or evaluations, particularly if findings are unfavorable. To maximize utilization of their findings,…

Seven Projects to Advance Creativity in Education (PACE) concerned with small schools and rural areas present reports of progress and plans in this July-August 1968 issue of PACEreport. The document also contains a listing of publications dealing with rural education and a listing of films, filmstrips, and publications, developed under Title III…

Boards of trustees and heads of private elementary and secondary schools need to engage in some form of annual evaluation as a means of achieving greater stability in the relations between head administrators and governing boards, according to the authors. This paper briefly explores the philosophical ramifications of evaluation and outlines…

This report contains each of the general addresses and symposia of the annual California conference on educational evaluation. The three general sessions described are concerned with the evaluation of instruction and instructors, and some procedural problems of evaluation. The symposia included: (1) Divergent Perceptions of Instructional…

This paper is designed to be used as a practical resource manual for the development of proposals for negotiations on inservice teacher education. It is divided into two sections. The first section focuses on the analytical techniques which should be used by an association in formulating the content and design of its inservice education proposal.…

Learner Verification and Revision (LVR) Process of Instructional Materials is an ongoing effort for the improvement of instructional materials based on systematic feedback from learners who have used the materials. This evaluation gives publishers a method of identifying instructional strengths and weaknesses of a product and provides an…

Professors in the University of Pittsburgh School of Education were invited by the Venezuelan Ministry of Education to develop a seminar following three general objectives: (1) obtain points of theoretical reference about the evaluation of personnel, curriculum, and institutions, (2) present an overview of principles, problems, and examples of…

In order for vocational education programs to meet the needs of youth and industry in our constantly changing society, curriculum, personnel, instruction, and methods must be continuously evaluated. Evaluation must lead to continuous program improvement, and direct the objectives of future training programs. Evaluation criteria to measure various…

The purpose of this study was to determine if Michigan schools can conduct an evaluation of their own programs of vocational education, with emphasis on outcomes and attainment of local objectives, maximizing the use of local personnel and resources, and utilizing consultant leadership and related professional assistance. The study was conducted…