A discussion of how consultants can investigate educational programs and evaluate them from a different perspective than those close to home. (Author/HB)

Program variables amenable to evaluation are listed in four categories: foundation variables, antecedent variables, instrumental variables, and consequential variables. (Author)

The following methods of evaluation of inservice programs are very briefly discussed: a) behavioral objectives; b) diagnosis; c) learner outcomes; d) effects on teachers; e) classroom observation, and f) questionnaires following inservice activity. (HMD)

On behalf of the Joint Committee on Standards for Educational Evaluation, the author reviews the Committee's recent efforts and discusses the needs for further work related to the "Standards for Evaluations of Educational Programs, Projects, and Materials." The Committee has developed a program to guide its work. The program addresses…

This is the first of a series of reports to be issued at irregular intervals to communicate the plans, progress, and findings of the evaluation of the Trainers of Teacher Trainers (TTT) Program. The first 12 pages of the report outline in three general categories the activities carried out to date: 1) visits to cluster meetings and individual…

Evaluation figures as an important component in the Undergraduate Pre-Service Teacher Education Program (UPSTEP) at the University of Colorado. Its role is as follows: a) to help surface new instructional ideas that are latent in the experiences of staff members and articulate these ideas into program goals, b) to help shape program objectives…

Purposes, strategies, and history of evaluation of the Maryland Teacher Education Center are presented. The original purposes are classified in three categories: Process, Organization, and Outcomes. The evaluation design is discussed as to basic questions and emerging conceptual frameworks. (DB)

A responsive model of evaluation was used for program evaluation in a French-speaking university. Two objectives were addressed: determining the local utility of the program being assessed and identifying the advantages and limits of the model and comparing them to those reported in the literature. (RB)

A comparison of eight major generalized evaluation models is provided, enabling the educator to choose which is most appropriate for his specific program. (RW)

Program audit delves into comparisons between a program's operation and its design to look for actual or potential problems in the operation in order for administrators to make the necessary corrections and adjustments while the program is in operation. (Author/IRT)

Papers in this collection address issues related to participatory approaches to assessing impact. The first section, "What Is an Impact Study and How Should We Do It?" contains: (1) "Participatory Impact Assessment" (John Shotton); (2) "Participatory Action Research as an Approach to Impact Assessment" (Victoria…

This paper describes a relatively new approach to program evaluation, the "learning history" approach. The paper also presents preliminary results of a pilot test of the method and provides a preliminary account of how this new approach will be compared to the classic goals-based approach to evaluation. The learning history method was…

This guide demystifies the process of evaluation by explaining the components of an evaluation design. It is designed to help program or project managers understand that they are an integral part of the evaluation process and a beneficiary of the results. The book can be used in all sectors of the organizational world, including education. The…

A simple approach to evaluation which keeps program components in their proper perspective is to: evaluate what the program is attempting to accomplish, determine if the resources are being utilized most efficiently and effectively, and evaluate to see if the program is actually accomplishing what it is designed to accomplish. (Author/SC)