Evaluation figures as an important component in the Undergraduate Pre-Service Teacher Education Program (UPSTEP) at the University of Colorado. Its role is as follows: a) to help surface new instructional ideas that are latent in the experiences of staff members and articulate these ideas into program goals, b) to help shape program objectives…

This booklet is for use by administrators, project directors, and teachers who need information on how to determine if a planned instructional program is actually implemented. A format for mounting an instructional program through the use of performance objectives is described, with details of how variables such as organization, content, method,…

Purposes, strategies, and history of evaluation of the Maryland Teacher Education Center are presented. The original purposes are classified in three categories: Process, Organization, and Outcomes. The evaluation design is discussed as to basic questions and emerging conceptual frameworks. (DB)

The purpose of developmental evaluation is to guard against over-simplification. Three questions which the evaluator may ask to help accomplish this task are: 1) What are the conditions under which the project will have to exist? 2) What are the activities or transactions that will have to take place if the project is to be successful? 3) What…

Authors saw the role of Colleges of Education as one in which accountability programs must be developed. They defined the difference between goal statements, broad and all encompassing, and performance objectives, specific and treatment directed. As well, they outlined the components of an accountability program. (Author/RK)

Cost effective applications of CBE do exist; however, they demand detailed cost information for all appropriate alternatives to CAI, a thorough understanding of instructional design, and an expert knowledge of the relative capabilities of alternative media in supporting particular instructional approaches. (Author/RAO)

Outlines some of the findings and recommendations included in two recent reports on art education programs. Negative reactions to the reports are included. (IRT)

Several procedures that might facilitate Title IX implementation in various situations are discussed. (MM)

A responsive model of evaluation was used for program evaluation in a French-speaking university. Two objectives were addressed: determining the local utility of the program being assessed and identifying the advantages and limits of the model and comparing them to those reported in the literature. (RB)

Discusses the criteria for a duplication review, the kinds of data provided, and the lessons learned from a duplication review of the speech communication program at Central Washington University. (MS)

Seeks to redefine the issues in alcohol prevention. Finds that current concepts do not address all of the problems in preventing alcoholism. Recommends that theories, models, and research studies developed on the holistic health model be encouraged. (ABB)

The article reviews efforts to set child abuse prevention goals in the U.S., noting research on program effectiveness and the role of maltreatment in child mortality. Alternative models for assessing the impact of prevention are described and the need to clarify and specify goals in prevention is stressed. (CL)

The author distinguishes between legally and educationally appropriate education and offers guidelines to evaluate program appropriateness where quality of learning is the central concern. Guidelines touch on program uniqueness, long-range benefit, high expectations, use of effective instructional techniques, goal orientation, adequate teacher…

A model for designing gifted program evaluation is offered along with discussion of seven realities: (1) terms and concepts, (2) funding implications, (3) goals and image, (4) policy implications, (5) statistical and philosophical problems, (6) the role of teacher educators, and (7) impact on other programs. (CL)

Outlines factors to consider in program evaluation at community colleges: faculty, students, reasons for evaluations, and models. (PD)