Paper presented at Symposium on the Application of Technology to Education, Washington, D.C., September 9-10, 1968.

On behalf of the Joint Committee on Standards for Educational Evaluation, the author reviews the Committee's recent efforts and discusses the needs for further work related to the "Standards for Evaluations of Educational Programs, Projects, and Materials." The Committee has developed a program to guide its work. The program addresses…

This 23-item bibliography includes a glossary of key terms and summarizes major works on the use of program evaluation information. Summarized works include books, papers presented at professional meetings, and doctoral dissertations. The summaries are organized around a framework of themes: studies of evaluation utilization, practical discussions…

The monograph describes an approach to special education research that addresses both the promise of immediate payoff for decision makers inherent in program evaluation/validation, and the need to identify effective intervention variables of model programs that could be incorporated into other service settings. The approach, termed "program…

This is the first of a series of reports to be issued at irregular intervals to communicate the plans, progress, and findings of the evaluation of the Trainers of Teacher Trainers (TTT) Program. The first 12 pages of the report outline in three general categories the activities carried out to date: 1) visits to cluster meetings and individual…

Evaluation figures as an important component in the Undergraduate Pre-Service Teacher Education Program (UPSTEP) at the University of Colorado. Its role is as follows: a) to help surface new instructional ideas that are latent in the experiences of staff members and articulate these ideas into program goals, b) to help shape program objectives…

This booklet is for use by administrators, project directors, and teachers who need information on how to determine if a planned instructional program is actually implemented. A format for mounting an instructional program through the use of performance objectives is described, with details of how variables such as organization, content, method,…

Purposes, strategies, and history of evaluation of the Maryland Teacher Education Center are presented. The original purposes are classified in three categories: Process, Organization, and Outcomes. The evaluation design is discussed as to basic questions and emerging conceptual frameworks. (DB)

The purpose of developmental evaluation is to guard against over-simplification. Three questions which the evaluator may ask to help accomplish this task are: 1) What are the conditions under which the project will have to exist? 2) What are the activities or transactions that will have to take place if the project is to be successful? 3) What…

Authors saw the role of Colleges of Education as one in which accountability programs must be developed. They defined the difference between goal statements, broad and all encompassing, and performance objectives, specific and treatment directed. As well, they outlined the components of an accountability program. (Author/RK)

Cost effective applications of CBE do exist; however, they demand detailed cost information for all appropriate alternatives to CAI, a thorough understanding of instructional design, and an expert knowledge of the relative capabilities of alternative media in supporting particular instructional approaches. (Author/RAO)

Outlines some of the findings and recommendations included in two recent reports on art education programs. Negative reactions to the reports are included. (IRT)

Several procedures that might facilitate Title IX implementation in various situations are discussed. (MM)

A responsive model of evaluation was used for program evaluation in a French-speaking university. Two objectives were addressed: determining the local utility of the program being assessed and identifying the advantages and limits of the model and comparing them to those reported in the literature. (RB)