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…

The theorists whose work appears in this issue have confronted the exercise presented to them in vastly different ways. The editors of this journal asked these theorists to consider how they would evaluate the Bunche-Da Vinci program, and to make and specify assumptions about the program context. The primary task, however, was to describe "a…

The misuse of evaluation is discussed. Boundaries of misutilization are not well understood, and distinctions between misutilization and non-use or abuse are not clear. In general, the responsibility for evaluation misuse is with the user, while the responsibility for misevaluation is with the evaluator. A distinction is also needed between…

The inadequacy and/or lack of evaluation procedures in the development of instructional products has been well documented. To help remedy this situation, the authors discuss and analyze research and theory in the field of formative evaluation applied to instructional development. (Author)

This introduction to a special section on evaluation utilization decribes the charge presented to the commissioned authors: to clarify what is meant by evaluation utilization. The resulting papers are described as presenting a clear rejection of the term utilization and as providing substantial assistance in distinguishing between utilization and…

This workbook is designed for administrators with project responsibilities that are to be evaluated. The purpose is to help the administrator understand the factors that can affect evaluation use and organize for the evaluation to maximize the potential use of the information the evaluation produces. Four phases of organizing an evaluation to…

This handbook on organizing for evaluation use is oriented to those who commission or are administratively responsible for seeing that evaluations are performed. It is practical, clarifying the administrator's role in the evaluation process and providing worksheets for practice. Written with a minimum of technical language, it is useful for…

How can Title I evaluations be improved so that they are more likely to increase the impact of evaluation data on informed actions within the schools? An examination of evaluation practice leads to the conclusion that most LEA practitioners view Title I evaluation as externally imposed and primarily designed to serve state and federal needs. A…

This review of a research institute's evaluation of the national Follow Through program asserts that both the contracting office and the research institute failed to adequately specify the kind of study intended and the functions which it proposed to serve. One of several kinds of evaluation studies might have been undertaken: (1) a research…

For purposes of categorizing those things that perhaps determine the extent to which evaluation findings will be utilized, four sets of factors are considered in this paper: (1) the decision maker/decision process, (2) the program and social context, (3) the nature of the evaluator , and (4) the evaluation process/evaluation report. (Author/RC)

This project, located in a large metropolitan school district, concerns the operation and evaluation of three Mathematics Demonstration Centers. In the first phase, directions are given about the necessary information to be gathered by the evaluating organization, (e.g. the school district administrative organization, size of school district,…

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…

The editors give each of the theorists a chance to respond to questions posed about the context of the situation in relation to their own experience in the field, exploring how the exercise had an impact on their evaluation designs.