The employment of judgment as an evaluation tool at the early stage of curriculum development is advantageous. The reasons why this is so are: (1) writers exhibit more readiness to change elements of the program during the early stages of curriculum development; (2) there is great economic advantage in using such an evaluation tool; and (3)…

Statewide testing can serve four important functions: can illustrate superior results of a group of schools where no one would expect it and raise questions about how they accomplished it; statewide testing deals with the generally lower scores of disadvantaged minorities, it can put the differences in perspective by showing comparable differences…

This paper, from the Workshop Center for Open Education, brings together articles dealing with the evaluation of change and the change of evaluation in the public school systems. The document is divided into four main sections: a) Issues and Perspectives, b) Alternative Approaches, c) Documents, and d) Fiascos. The first section deals with…

The basic question is how to better evaluate and provide a proper curriculum for the accomplishment of the mission of the United States Military Academy. The development of the complete curricula, called the USMA experience, was examined. Data was gathered using a literature search, and a study of Department of the Army and USMA records. The…

The impact or possible impact of college student ratings on the individual instructor, on teaching generally, on students, on administrators, and on the college is discussed. A study of over 400 faculty members in which half were assigned to an experimental group and half were controls, showed that as a result of student ratings on an instructor's…

This report carries the story of the establishment and expansion of the Schools Council-Nuffield Foundation project in primary mathematics (ages 5-13) up to the end of 1966, and looks ahead to the implications emerging for teachers, administrators, employers and parents. (Author/MM)

Legislation enacted to attain educational accountability is discussed. At present, 23 states have such enactments. The major kinds of accountability enacted in each of these states are one or more of the following: PPBS, MIS, Uniform Accounting, Testing, Evaluation of Professional Employees, and Performance Contracting. The three most frequently…

Discussed and examined are the responses from 150 teachers who tried out the language arts curriculum developed by the Oregon Elementary English Project. Sections in this volume include an introduction to the Project, methods used in preparing the curriculum, results of the curriculum and an evaluation of the results, discussions of the curriculum…

An item analysis was performed on two rating scales, the Delta Survey of Nurses and the Delta Nursing Survey, developed for evaluating the preparation and job performance of nursing graduates. Resulting data supported the basic design of the instruments. The revised instruments consist of seven fewer items; two subtests were deleted, and a number…

This volume presents a description of the Curriculum Materials Analysis System (CMAS), and discusses its use. The volume is in two parts, providing German and English versions of the same material. CMAS was designed for use in analyzing five major aspects of curriculum use: (1) content, (2) instructional methods, (3) adaptiveness, (4)…

The results of three years of pupil performances and learning with 17 different reading curriculum materials (including phonetic, linguistic, and sight readers) involving 90 handicapped children (5-21 years old) were summarized. (Author/BD)

During the past 20 years the author has visited almost half of all the American medical schools, usually as a consultant on curriculum and instruction. Nine curricular problems are described in medical terms having to do with instructional change, curriculum evaluation, articulation between related segments, etc. (Author/LBH)

The construction of test items, the purposes of testing and criterion-referenced testing are topics debated by two researchers. (CP)

Basic assumptions were laid out for developing a humanizing curriculum and competencies needed by those who are in decision-making positions to insure the selection and/or development of such humanizing curricula were identified. (Author/RK)

Asserts that the basic ethical question about any evaluation program is whether it is judgmental and destructive or is constructive and serves the needs of students. Suggests that curriculum evaluation studies seldom consider the equality of educational opportunity or the availability of noncognitive learning opportunities. (Author/JG)