A philosophical criticism of some of the major views of educational evaluation is presented. In particular, it is argued that the major views have serious limitations that result from their lack of understanding of questions of value, especially ethical value. Current views of educational evaluation need to draw upon the philosophical writings on…

The author presents his opinion that educational evaluation has much similarity to the nonfiction narrative, (defined as a series of events ordered in time), particularly as it relates a current situation to future possibilities. He refers to Stake's statement that evaluation is concerned not only with outcomes but also with antecedents and with…

This thesaurus to the evaluation field is not restricted to educational evaluation or to program evaluation, but also refers to product, personnel, and proposal evaluation, as well as to quality control, the grading of work samples, and to all the other areas in which disciplined evaluation is practiced. It contains many suggestions, procedures,…

Evaluation has generally not been accountable in terms of its promoting a "net-benefit." The term "net-benefit" rather than "benefit" is used because a given amount of legitimate benefit may come at the expense of an inordinate expenditure of evaluation resources or energy. If any aspect of an evaluation is unlikely…

This report is the third revision of Legislation by the States: Accountability and Assessment in Education, which has been prepared under the sponsorship of the Cooperative Accountability Project. The last updating was completed in August, 1973. The present report differs from previous editions in that Section 1 contains an expanded discussion of…

The article discusses the involvement of parents in the clinical assessment of children's academic learning problems. (DLS)

The author ponders the question, "How is 'evaluative research' defined?" (MM)

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

The Delphi Technique, a needs assessment device providing a means for gathering opinions, is described, and its origin and limitations are discussed. Application of the technique in adult education in Massachusetts identified the needs of teachers and administrators in adult learning centers prior to workshop planning. (AG)

The Standards for Evaluations of Educational Programs, Projects, and Materials was published in 1980 by the McGraw-Hill Company. Three sections of this article discuss major issues related to the development of the Standards, its content and form, and the work planned for its application and future development. (Author/RL)

Results of field tests of the spring 1979 draft of the Standards for Evaluations of Educational Programs, Projects and Materials are discussed. Four derivative documents which have special relevance to, and are included in, the present discussion are a bibliography, a casebook, a methods handbook, and training materials. (RL)

Coeducational physical education classes are improving social relationships between the sexes, although some activities are still thought inappropriate for coeducational participation, teachers continue to have different expectations for boys and girls, and the emphasis on fitness is declining as social recreation is stressed. Offers guiding…

A leader in the field of educational evaluation discusses her views on: (1) research utilization; (2) concepts of "knowledge creep" and "decision accretion"; (3) allegation that evaluation is used to legitimate a decision maker's previously determined course of action; and (4) the importance of validity and utility in evaluation. (Author/RL)

Presents seven strategies that an assessment director may use to improve test administration practices. These strategies highlight clear communication, the responsibility of the building test coordinator, and rewarding and reinforcing quality. Also addresses the test administration process from the viewpoint of the school staff and the assessment…

Describes what the states of Pennsylvania, Tennessee, Oklahoma, Massachusetts, and Illinois are doing to comply with No Child Left Behind Act requirement for reporting adequate yearly progress for students in several subgroups, including students with disabilities, low-income students, ethnic and racial minorities, and English learners. (PKP)