Given that there is no universal way to measure implementation fidelity, instructional designers developing instructional innovations may find themselves faced with the challenge of determining the extent to which teachers' implementation of an instructional model is faithful. This article contends that a faithful implementation is one in…

An evaluation form used at Ashland College (Ohio) for critical evaluation of educational software is presented. The form covers basic product information, program content, educational appropriateness, organizational and technical components, teacher's manual, and product revision. (MBR)

Describes issues and concerns facing students who are deciding on a master's or doctoral program in instructional technology. Factors that students should consider when selecting a graduate program are identified, including admission requirements, course offerings, internships, and funding; and resources that offer information regarding…

Discusses design and evaluation issues relating to computer managed instruction (CMI). Major functions described include establishing identification database, processing performance data, report formulation, and utility functions. Evaluation issues discussed include customized versus generic CMI, user-friendliness, documentation, data entry…

Author delineates the elements of an instructional program which is implementable and subject to evaluation. (Author/HB)

Author presents a new model required for research into the effectiveness of instructional programs. The model calls for research which employs the modern technology of instructional program design to achieve relevancy for decision-makers. (Author/HB)

A discussion of the problems in specifying resources, planning activities and anticipating results in designing educational projects. (HB)

The purpose of this article is to describe what appears to be a possible and fruitful method for enlisting the aid of an entire community in shaping educational policy and evaluating progress toward instructional objectives. (Author)

Reviews four different approaches to evaluation--decision-oriented, applied research, value-oriented, and systems-oriented--and suggests how each may be applied to the evaluation of instructional programs. Nine references are listed. (Author/CHC)

Discusses attributes which are offered as set of standards to judge instructional software--those unique to design of microcomputer courseware and those included in design of all instruction. Curriculum role, modes of interaction, computer managed instruction, graphics, feedback, packaging, and manuals are noted. Fourteen references are included.…

Article focuses attention on some of the more important factors to be considered in evaluating educational products and programs within the domain-referenced framework. (Author)