Good evaluation requires that evaluation efforts themselves be evaluated. Many things can and often do go wrong in evaluation work. Accordingly, it is necessary to check evaluations for problems such as bias, technical error, administrative difficulties, and misuse. Such checks are needed both to improve ongoing evaluation activities and to assess…

Serious issues in empowerment evaluation are articulated to help ensure that this enthusiastically presented concept will not mislead evaluators and result in lowering the field's professional standards. Analysis and recommendations are provided for the adoption, development, and implementation of an objectivist evaluation that conforms to…

This introduction provides an overview of the eight other articles in the special issue and summarizes the objectivist concept of educational evaluation that the author recognizes as growing from the work of the Center for Research on Educational Accountability and Teacher Evaluation (CREATE). (SLD)

Eight reasons are proposed to support the argument that it should be possible to move toward a consensus about educational evaluation. The eight standards of the American Association of School Administrators are explored as starting points for developing a sound evaluation system and procedures. (SLD)

The articles of this special issue focus on problems and deficiencies in the evaluation of school superintendents. They explore ways to improve superintendent evaluation, drawing on the literature, political realities, educational philosophy, and the theory and practice considered essential for good evaluation. (SLD)

Reviews empirical studies that have been conducted on program evaluation in large United States school districts. Provides information for use in assessing and improving evaluation studies and systems at the precollege level and in providing direction for further research. Sixty-seven footnotes are appended. (IW)