The authors present a framework depicting an evaluation-decision sequence, describe each of the evaluation stages, and note the relationships between evaluation information and subsequent decisions. In Chart I, the four major decision areas and the five kinds of evaluation which provide information for decisions in each of these areas are…

Research was conducted to develop and evaluate study materials that would help prospective drill sergeant candidates prepare for drill sergeant school. A study manual containing relevant readings, study objectives, and self-tests was prepared. Diagnostic exams were developed and used to evaluate the achievement of a class of drill sergeant…

A model for the evaluation of educational products based on experience with development of three such products is described. The purpose of the evaluation model is to indicate the flow of evaluation activity as products undergo development. Evaluation is given Stufflebeam's definition as the process of delineating, obtaining, and providing useful…

A complete audio-tutorial course in sophomore-level plant morphology was prepared, using an existing textbook and laboratory manual. Audio scripts, behavioral objectives and unit quizzes were written by the research participants. A pilot study was completed and needed revisions made. Preliminary testing was begun, but the number of students…

This paper offers suggestions about facilities to support curriculum development, based on the principles that the motive power for such a development should come primarily from local groups of teachers accessible to one another, and that there should be effective and close collaboration between teachers and all those who are able to offer…

Argues that systematic empirical assessment of organizational development (OD) interventions is important and can have benefits both for subject organizations and organizational researchers. Discusses suggested criteria for effective assessment of OD interventions. (For availability see EA 507 198.) (JG)

This article tells the story of how a university can develop an on-site inservice program for teachers that deals with day-to-day, real-life issues of teaching. Such a program benefits both the university and school participants. (Editor)

Individually Guided Education (IGE) has been promoted to schools through two agencies: The Institute for Development of Educational Activities, Inc. (I/D/E/A/), and Wisconsin R & D Center for Individualized Schooling. The problems IGE has experienced and the role of the supervisor are discussed. (Author/MLF)

The role of needs assessment in special education program planning and evaluation is discussed, and one comprehensive process for conducting a needs assessment is delineated. (Author/DLS)

A description of the structure and strategy of the five year Programme, including the definitions of and the projects related to computer assisted learning and computer managed learning. (DAG)

Describes the role that group workers can play in program evaluation. Encourages people who are skilled conducting groups to apply their skills to program evaluation. Discusses the competencies and preparation necessary to function in the combined roles of evaluator and group worker. (Author/ABB)

The author describes the preparation, delivery, and evaluation of five teleconferencing sessions and draws out the lessons learned. She relates the findings to the literature on the topic. (JOW)

Relations between culture and community are analyzed in an evaluation of a community arts project conducted in a small Colorado community. An artist worked in a variety of arts activities to promote community development goals. It was confirmed that community arts can serve as a catalyst for community development. (Author/JOW)

Consists of two articles that (1) suggest use of the Delphi method for eliciting the recommendations of experts on the content of a meaningful and timely course of study for education and training programs and (2) discuss the importance of linking training evaluation to the processes of design and implementation. (JOW)

The author describes his experience in designing and conducting a follow-up study for determining whether a series of career development workshops achieved immediate postworkshop objectives and whether they had longer-term effects as well. Process is emphasized over findings. (CH)