Argues that the need for accreditation of speech communication programs cannot be demonstrated and, instead, monies and energies should be expended on effective teaching, research, and community service. (PD)

Includes an annotated listing of 37 journal articles and publications on the accreditation process. Covers accreditation in particular programs such as library, teacher education, journalism, and others. (PD)

Qualitative methods can play a significant role in both formative and summative evaluations. There are at least six functions of qualitative methods in evaluation. Tables and figures present information on characteristics of qualitative and quantitative methods, selected qualitative evaluation models, and a checklist of evaluation situations for…

Literature on the generalizability of program effects focuses on the a priori development of evaluation designs which enable certain generalizations to be made. Secondary analysis procedures which can be employed using existing evaluation data to estimate a program's generalizability when follow-up field studies are not feasible are suggested.…

In this account of the drafting of the Evaluation Research Society (ERS) Standards, the author notes that the committee was concerned not only with a broad range of evaluation applications, but also with different forms of evaluation. The absence of specificity in the standards reflects the committee's steering between opposing views. (Author/LC)

Presents the Quality Reading Program Questionnaire, which has been used in more than 100 school districts to evaluate or improve existing reading programs. (Author/WD)

This article focuses on the management of federally funded evaluation research by (1) discussing aspects of building an in-house evaluation team; (2) defining possible contractor/client relationships, and (3) considering contractor/practitioner team rapport. (Author/GK)

Questions of who attends retirement preparation programs and how to evaluate the effectiveness of employer-sponsored retirement programs are addressed here. Those who have completed a program were observed to have accomplished more general preparation activities and have more favorable attitudes toward retirement than nonparticipants. (Author/CT)

The article provides, in outline form, a program evaluation plan for special education program developers and evaluators. The plan has a three part conceptual framework involving the nature and needs of students, the goals and objectives of the program, and the match between the two. (DB)

Considers evaluation in the context of conducting large professional development meetings. Its purposes are (1) to share an evaluation rationale along with a set of implementing techniques and (2) to review the value of regional (multistate) conferences. (JOW)

The variety of contexts, the politics of each situation, and the availability of resources all dictate variations in assessing outcomes. Seven major principles of program evaluation are considered, along with a cautionary note to the ambitious who expect large program effects. (Author)

A contingency model of evaluation competencies is presented concerning the types and levels of professional competency an evaluator should have. Four broad categories of competency (policy analysis, administrative, interpersonal/personal, and technical) are identified along with three different levels of criteria of acceptable performance.…

Offers a brief report on the National Assessment of Educational Progress conference on minimum competency testing. Among the reports was one asserting a logical relationship between student competency testing and teacher competency testing, and one noting that no research evidence shows that mandated student competency testing programs are…

The author proposes a role model for evaluators to be added to the numerous existing models. He presents the evaluator as an artist/painter/musician, suggesting that the evaluator's perception of an educational program's effectiveness can be expressed by a single "painting," rather than by a lengthy written report. (GDC)

Moss presents his reaction to Henry David's report on the Vocational Education Study (Journal of Vocational Education Research, Winter 1980) in the form of four questions about the interpretation, synthesis, and utilization of the study's findings. (SK)