Two studies at North Carolina State University illustrate ongoing efforts to assess the impact of extension programs. Also considered are two ways in which findings can be useful to program administrators. (CT)

Examines two common errors in evaluation and ways to circumvent them. The first error is faulty pretesting or diagnostic evaluation. The second is failure to monitor student progress and plan instruction in relation to the specified learning goals. (SJL)

An input evaluation, or study of the feasibility of initiating a cooperative education program, should include formulation of educational goals, assessment of available resources, operational and structural decisions, and plans for program evaluation. (SK)

A brief case study illustrates the role of formative research in the design of Health Minutes, a combined television, radio, and print campaign produced by the Children's Television Workshop to promote improved health practices. (LLS)

This is the first half of a two-part interview with Benjamin S. Bloom in which he speaks out on the place of mastery learning in the future of our educational system. (KC)

Considers the problems of regional accreditation commissions in evaluating non-traditional institutions and formerly single-campus institutions with multiple off-campus program sites. Relates the response of the Commission on Institutions of Higher Education of the North Central Association and describes its sequential evaluation progress for…

A developmental view of program evaluation is offered that suggests that each stage requires a different purpose and method. This perspective is illustrated in a description of evaluation procedures used to assess a child development program for adolescents. (Author/MLF)

The purpose of this paper is to examine the various decisions associated with evaluation, provide some sort of structure and terminology for them, and then determine where (within this structure) the crucial value judgments lie. One result of such analysis will be a definition of evaluation. (Author/CTM)

The System for Training of Aviation Regulations (STAR) provides comprehensive training in understanding and applying Federal aviation regulations. STAR gives multiple vantage points with multimedia presentations and storytelling within four categories of learning environments: overviews, scenarios, challenges, and resources. Discusses the…

Examines the differences in summative and formative evaluation of college teaching, and suggests a new model for peer review of teaching that uses colleagues from other campuses (external review) for summative evaluation. Argues that traditional student evaluation and on-campus peer evaluation (internal review) discourage innovations in teaching…

Notes key points of formative assessment that teachers should incorporate into their writing pedagogy: the writing process works; intensive evaluation is seldom desirable; the teacher is not the only person who can evaluate writing; writing must be taught in every classroom and discipline; writing resources are readily available; and motivation is…

Provides a conceptual framework for introducing active learning into the classroom as a tool for assessment. Notes that formative assessment can be a powerful tool for transforming a passive classroom into one filled with active participants. Discusses what is assessed, what are the criteria, who will assess, and how the object of assessment will…

Argues that, if portfolios are to be used effectively for formative purposes, they must be more than receptacles of work: they must invite students to be centrally involved in their own learning. Discusses what should be assessed, when it should be assessed, what kinds of information formative portfolios should provide, and who should be "doing"…

Describes numerous teaching\writing activities used in a teacher's high school history classes that are based on using writing as a means of teaching and learning, and on an understanding of the importance of continual (formative) assessment. Describes "initiative" assignments, process and reflection assignments, and research assignments. (SR)