This paper points out issues to consider when applying the "Standards for Evaluation of Educational Programs, Projects and Materials in a different social context." Differences in the American and Israeli educational systems and perceptions of evaluation illustrate some limitations. Principles that do have general applicability are…

The test presents tasks to allow students to demonstrate their ability to carry out practical tasks and communicate mathematical ideas. The two tasks are presented and discussed. (MNS)

Suggests using Kirkpatrick's four-point framework to design evaluation of training programs. The points are (1) trainee reaction to the course, (2) trainee learning, (3) trainee behavior on the job, and (4) organizational results. (CH)

The design and implementation of a partnership evaluation at Southeastern Louisiana University in Hammond, Louisiana, during the 1985-86 academic year are discussed. Within a conversational format, a strategy is outlined for sharing evaluation responsibilities between the client and evaluator. (TJH)

The College Outcomes Evaluation Program, a New Jersey assessment plan, is intended to serve as an official blueprint for improving state higher education. It outlines specific goals for gauging quality but gives institutions leeway to carry them out. (MLW)

Argues there is limited research data about student knowledge of economic concepts at the secondary school education level. Describes the development, validation, and national norming of the revised Test of Economic Literacy (TEL) and presents findings from the 1986 pretest analysis of the revised TEL. (BSR)

States that WHAT WORKS is a respectable document that successfully summarizes the extensive body of information on teaching and learning gathered over the last 10 years. Claims that it does not respect the need for teacher autonomy and that it will probably be used to control and standardize teachers' classroom practices. (GEA)

Grades the Educational Testing Service in taking over the National Assessment of Educational Progress literacy project with a "C-", claiming Part One earned a "D" for abandoning some of the most cogent and winning strategies of previous NAEP studies and Part Two earned a "C" for providing confusing unexplained data.…

Argues that multiple theoretical perspectives and applied careers versus basic interests need not divide the discipline of sociology. Contends that the idea of a disciplinary core will be more easily operationalized if sociologists orient themselves toward the skills which comprise the essence of their work. (Author/DH)

Proposes that a critical approach to evaluation in environmental education is needed to adequately address current epistemological, ethical, and procedural dilemmas. Offers perspectives on the scientific/analytic and critical evaluation schemes in respect to their epistemology, locus of control, and interests served. Emphasizes the socially…

A group of defenses of qualitative evaluation methods is examined, based on a hard relativistic interpretation of the work of Thomas Kuhn. A promising defense of qualitative evaluation may be found in a soft-relativist interpretation of Kuhn's analysis of the nature of scientific discovery. (Author/LMO)

The Secondary School Recognition Program was developed to select outstanding secondary schools. This committee found that the schools chosen for excellence in education shared several attributes including high community support and involvement. (DF)

Institutional accountability in higher education and accountability based on measuring "objective" outcomes are described. Assessment, whether it can be performed objectively, and what effects external accountability pressures will have on the practices of higher education are discussed. (MLW)

Reviews the various determinants of educational quality cited in the two-year college literature and the methodologies designed and used to measure institutional and program quality. (AYC)

The program evaluation process at the University of Houston, involving self-studies by academic departments and review by outside evaluation teams, is described. The process considers educational goals and objectives, as well as the quality of students, faculty, and facilities. (PGD)