Describes four major types of evaluation: needs assessment, formative, implementation, and summative evaluation. Suggests the general categories of information that must be collected, analyzed, and interpreted, as illustrated by the example of the evaluation of staff development at a two-year college. (AYC)

A series of projects were conducted in Maryland as part of an effort to develop a valid and reliable student database for planning, decision making, and Vocational Education Data System reporting; and a systematic and objective procedure to evaluate the quality of occupational programs in Maryland's community colleges. The projects had three…

This two-part paper describes the working assumptions approach to early program evaluation and illustrates the approach with a study of a new social science curriculum in American ethnic pluralism for community colleges. Part I begins by providing a rationale for early program evaluation and describing the working assumptions approach as a model…

This handbook presents a pilot evaluation model developed with the cooperation of occupational education staff members from the two-year colleges of New York State. The project staff, the steering committee, and principal consultants began with the assumption that evaluation can be a valuable and continuous part of program effort, providing…

A study examined the types of outcomes that are currently measured in postsecondary vocational education and the uses to which data on institutional, program, and student outcomes are being put. Personnel from 54 of the 63 two-year institutions in 25 states that were originally contacted were interviewed. The respondents represented institutions…

The evaluation criteria and procedures described in this report were developed at the Community College of Philadelphia (CCP) for conducting audits of the college's programs, disciplines, and support services. Part I provides an introduction to the audit process, which involves the following steps: (1) identification of curricular areas to be…

Guidelines are presented for implementing the self-evaluation model for instructional programs developed at American River College (ARC). After stating the reasons for conducting program reviews, the paper describes ARC's model, which uses a mini-accreditation approach to assess the extent of goal attainment within a broad category of activities…

A study was undertaken to improve the quality of student follow-up data submitted by the California community colleges in compliance with federal Vocational Education Data System (VEDS) reporting requirements. The objectives of the study were to conduct a follow-up of vocational education students from 14 community colleges, standardizing data…

The second part of a report on a comprehensive review of the credit instructional programs offered by Pasadena City College (PCC), this volume contains a technical description of the data collection and assembly procedures used in the program review and provides guidelines for the implementation of the program review model. The first section…

The Michigan Analysis Network and General Evaluation Report (MANAGER) was developed as a component of the overall Michigan Community College Occupational Education Evaluation System (MCCOEES). Developed for use by college presidents and occupational program administrators and instructors, the handbook describes a six-step process for collecting,…

A program evaluation model developed by Moraine Park Technical Institute (MPTI) is described in this report. Following background material, the four main evaluation criteria employed in the model are identified as program quality, program relevance to community needs, program impact on MPTI, and the transition and growth of MPTI graduates in the…

Identifies a number of factors considered by community college deans of vocational education to be vital in any determination of program success. Posits these critical factors (e.g., enrollment data, placement factors, student performance, student and employer satisfaction) within an institutional report card format appropriate for distribution to…

This document describes the 1993-94 program review process for Austin Community College (ACC), in Texas. First, the goals of program review are briefly reviewed and ACC's mission and instructional philosophy are set forth. The structure and process is then described, indicating that an Instructional Program Review Committee (PRC), formed of two…

The paper presents a comprehensive approach to evaluation of programs for postsecondary students with learning disabilities. The evaluation design is suitable for programs in 2-year and 4-year settings, and incorporates both process and product evaluation methods. The approach was used to evaluate learning disability support services at Housatonic…

Thoughtful, well-planned and systematic reviews of both instructional and noninstructional programs provide community colleges with a way of determining whether programs are meeting stated objectives and what standards of performance should be maintained. Programs that need improvement or should be eliminated can be identified, and fiscal…