This chapter discusses current methods of formative evaluation and suggests that these methods themselves need to be subjected to more critical research and evaluation in order to provide them with a more scientific base. Topics addressed include problems and methods associated with data gathering, evaluation designs, number of subjects available,…

Classification or category systems are important for defining and introducing new concepts, such as decision management/facilitative v judgmental evaluations. Furthermore, category systems can lead to a reexamination or restatement of views of evaluation. (CP)

The potential application of objectives and objective-based measures to evaluation problems of different types is discussed. A framework for categorizing educational evaluation problems and decision areas is used to support the discussion. Decision areas are: 1) selection of the appropriate problem or objective to be served; 2) selection and…

This speech concerns the dimensions of context-oriented evaluation and begins with a discussion of the differences between measurement, research, statistical methodology, and evaluation. Decision-oriented evaluation is described as a process in which the evaluator has, as a major concern, the responsibility to determine likely decisions prior to…

Theorizing about evaluation should be conceptualized as a human activity governed by certain strategies and principles. The theories advanced by various evaluators have changed over the years, thus illustrating ten principles of evaluation. The starting point for theory development or modification is self-reflection and review of one's own…

An evaluation model is presented for educational decision makers with evaluation defined as "the process of ascertaining the decision areas of concern, selecting appropriate information, and collecting and analyzing information in order to report summary data useful to decision-makers in selecting among alternatives." Areas in special need of…

A discussion of client evaluation is presented. One of the initial elements in performing an evaluation is "framing the decision context." In framing this context, the evaluator is faced with several key questions, for example, "Who are the decision makers or decision audiences to whom he will be presenting information?" and "What are the likely…

Argues that the mere presentation of evaluative data is hardly apt to improve decisionmaking. Suggests that, to meet the needs of different decisionmakers, methods of information presentation be developed to assure that the right person get the proper information, at the proper time, and in the proper format. (Author/JF)

A model of cost-effectiveness is outlined which enables consideration of some non-financial, as well as financial, elements of educational systems at school or district levels. The model enables the decision-maker to compare educational outcomes of different units, to assess the impact of alternative levels of financial input, and to select…