This article is an overview of current thinking in evaluation. The evaluation frameworks of Scriven, Provus, Stake, Guba, and Stufflebeam are discussed. (HD)

Discussion of educational objectives rests on the unsubstantiated assumption that educators have valid and reliable means of determining outcomes. Most of what goes on in teacher training programs today is based upon what the instructor believes "should" happen and not what "has been shown" to happen. (HD)

Critically reviews some important attempts at needs analysis which have been made in the last 10 years and identifies strengths and weaknesses of needs analysis at the present stage of its development. Suggests that there is currently no objective method of analyzing learner needs. (EKN)

This study concluded that certain limitations continue to exist in vocational education research and development efforts, particularly those activities which are related to demonstration projects. Some of these limitations include (1) lack of adequate research design or evaluation methodology, (2) weaknesses in survey tehniques, and (3) weakness…

Educational planners must be aware of educational needs to do their jobs successfully. The educational needs of adults must be continually analyzed and clarified. (JOW)

A member of the National Evaluation Policy Group discusses the dynamics of the national evaluation of extension education, and the national expectations, issues, and impact of the process. (SK)

This study was concerned with selecting a measure of scorer agreement for use with the National Assessment of Educational Progress. The simple percent of agreement and Cohen's kappa were compared. It was concluded that Cohen's kappa does not add sufficient information to make its calculation worthwhile. (Author/BW)

An evaluation design is seen to ensure the presence of certain qualities in an evaluation; values and valued qualities permeate the evaluation design. Mechanisms for evaluations (in-process reviews, follow-up studies, etc.) are dealt with and familiarity with financial, managerial, and ethical procedures are stressed in the evaluation design. (CE)

Four trends important to educational research and development are traced, and serve as background for describing the evolving status of educational evaluation. The long-range future for educational evaluation is assessed. (MH)

The study was done to provide a basis for identifying basic educational needs of California adults through analysis of their performance in selected competency areas. Contains specific data which assist in identifying those who should be part of a system of dialog to clarify what educational services are needed. (Author/JOW)

In an experiment to evaluate a new library system, undergraduate psychology students were divided into an online systems group and a basic bibliographic skills group. Comparison of performance by students in each group on a literature review task indicated that the online systems group performed better on the literature review task and felt more…

The author offers opinions regarding the resources invested in evaluation and the evaluators' awareness of the need to justify the profession in terms of social utility. (GK)

Compares principles and practices of educational planning in socialist and capitalist countries, based on criticism and extensions of the discussion of educational planning by B.K. Kluchnikov in a recent issue of "Prospects," (v10 n1 p27ff, 1980). Information is also presented on socialist versus capitalist objectives for educational planning in…

Discusses some of the problems involved in social science teaching at the elementary school level, including general lack of knowledge among subject matter specialists about children, ignorance of child development specialists regarding social science disciplines, and the failure of educators to observe children's behavior before they develop and…

Reviews responses of 30 eighth grade social studies students and 30 11th grade history students to a request that they write a definition of religion. The mass confusion indicated in the responses is intended as a reminder to social studies teachers to define concepts in the context of their use. (DB)