Discusses means of improving curriculum evaluation, especially with respect to the Australian science curriculum. Provides a clear definition of curriculum'' and suggests a master model for curriculum evaluation. Recent trends in procedures for evaluating student progress are also outlined. (JR)

Analysis of three evaluation systems: 1) norm referenced achievement tests; 2) criterion referenced evaluation; 3) norm-based tests as criterion instruments. (Author/SP)

Differing views of a curriculum project led to ineffective implementation of the program, and subsequent failure to promote desired educational changes. (JB)

Teacher evaluation should be based on assessment of the process of teaching rather than on the product. If teachers are evaluated according to their ability to change, they will change. (Author/MF)

Authors suggest that a perspective of evaluation is needed by the teacher if evaluation is to be an active force in the curriculum and if it is to serve as an integral element in the planning of instructional activities for her pupils. (Authors/MB)

A state of the art review. 30 references. (MC)

A number of major studies are discussed concerning the effects of testing on schools and needed changes in test use to improve education. Test use is analyzed at building and classroom levels for insights on better education, and at local, state, and national levels for oversights of educational progress. (Author/CM)

Argues that formative research (research intended to provide practical answers) is an important tool in the production of effective programs for use in instructional television, particularly in developing nations. (JJD)

A team approach for planning and evaluating personnel preparation programs within the context of PL 94-142, (Education for All Handicapped Children Act), proceeds through six steps--from needs assessment through plan revision. Formative evaluation data has shown success in three goal areas and in staff satisfaction. (CL)

Using a contextual model for evaluation, a goal-oriented method was applied to the health psychology doctoral program at the University of California--San Francisco. The results indicated significant faculty/student differences in rating educational and resource objectives. (Author/CM)

The ERS Standard for Program Evaluation encompass front-end analysis, evaluability assessment, formative evaluation, impact evaluation, program monitoring, and evaluation of evaluation. Written as simple admonitory statements, the Standards are organized into sections on formative and negotiation, structure and design, data collection and…

Presents several steps for developing computer based learning materials, and shows that they can be less expensive to design and implement than those that are developed using other media. (MER)

The model presented forces us to view evaluation from two interdependent perspectives: conceptual and operational. Conceptual processes consist of planning, implementation, measurement, and decision making; operational processes consist of specifying, measuring and comparing objectives against a standard. (Available from: Grantsmanship Center,…

Describes a model for planning, producing, and evaluating instructional television for the adult learner, which involves the interaction of faculty, television professionals, and students in the curricular content planning and the development of television scripts. A method of formative evaluation using student input is also presented, and results…