The method of adjusted averages is presented in this paper as an easily applied statistical procedure useful in comparing average scores of two or three groups after an instructional period. Step-by-step preparations for using the method are described, including gathering scores from pre- and postinstruction measures of ability, dividing scores…

Recommendations to increase the relevance of information, improve the communication of information, and increase user responsiveness to information are presented. Recommendations include the following: (1) the Department of Education (ED) should institute a flexible planning system for evaluations of federal education programs; (2) congressional…

Some of the methodological problems in analyzing and reporting qualitative data are addressed, and some solutions based on recent experiences in conducting several qualitative studies are proposed. The following are some guidelines for implementing an intuitive approach to analyzing and reporting qualitative data: (1) use a team of evaluators; (2)…

The evaluation of educational programs is often inconsistent with the need for imaginative innovations for educational improvement. Premature evaluation, preoccupation with "hard data" developed by the mass use of standardized tests, concern only for final results, lack of imagination, requirements that all projects in a program make provisions…

This paper is a primer on sampling procedures for statewide assessment. The careful reader should gain substantial knowledge about the promises and pitfalls of sampling for assessment. The primer has three basic objectives: (1) to define terms and concepts basic to sampling theory and its application, including population, sampling unit, sampling…

Five guidelines to be used when testing black students are: (1) know the goals of testing, (2) select appropriate tests, (3) gain competency in test administration and interpretation, (4) be aware of contextual and situational factors in learning, and (5) evaluate non-test variables. (Author/AM)

An overview of the issue of national educational quality indicators is presented, based on a synthesis of the informed judgments of several respondents from throughout the world. Responses from 18 members of the International Association for Educational Assessment (from Europe, Africa, Asia, South America, and the Middle East) are considered…

Recent developments in the efforts to formulate national educational quality standards for the United States are discussed. Topics covered include samples of indicator efforts, the impetus for indicator activity, types of indicators, and the role of the National Assessment of Educational Progress. (TJH)

This study extended the research done by Conrad and Blackburn (1985) on program quality in regional universities. Researchers increased the number of departments and disciplines studied. Indicates that traditional indicators of quality may be valid, but they carry a different weight at regional universities. (RB)

Analyzes National Assessment of Educational Progress data on the computational ability of young adults 26 to 35 years of age. A high percentage of young adults can't balance a checkbook, use an income tax table, or apply simple math concepts in determining unit pricing. (Author/IRT) Aspect of National Assessment (NAEP) dealt with in this document:…

U.S. public schools are responsible for educating large numbers of students with disabilities and English language learners--some 20 percent of the nation's 46 million public school students fall into one or both of these categories. Both of these populations have been increasing, and the demand for evidence of their academic progress has also…

This guide is designed to provide the framework needed to introduce a school community to the 28 student evaluation standards of the Joint Committee on Standards for Educational Evaluation. It outlines workshop objectives, workshop participants, and the design and logistics for workshops to discuss the "Standards." It uses a case study…

Describes how universities in the United States have used evaluation systems to rate the quality of their programs, faculty, administrations, entire educational institutions, and the evaluation process itself. The applicability of American-style evaluation methods to German universities is considered. (AM)

Critically reviews the preceding article by Lapointe and Koffler. Suggests that many of these authors' recommendations for program improvement need qualification. (GC)