Good evaluation requires that evaluation efforts themselves be evaluated. Many things can and often do go wrong in evaluation work. Accordingly, it is necessary to check evaluations for problems such as bias, technical error, administrative difficulties, and misuse. Such checks are needed both to improve ongoing evaluation activities and to assess…

"Evaluation Theory, Models, and Applications" is designed for evaluators and students who need to develop a commanding knowledge of the evaluation field: its history, theory and standards, models and approaches, procedures, and inclusion of personnel as well as program evaluation. This important book shows how to choose from a growing…

On behalf of the Joint Committee on Standards for Educational Evaluation, the author reviews the Committee's recent efforts and discusses the needs for further work related to the "Standards for Evaluations of Educational Programs, Projects, and Materials." The Committee has developed a program to guide its work. The program addresses…

This monograph identifies, analyzes, and judges 22 evaluation approaches used in program evaluation. Two approaches, labeled psuedoevaluations, are politically oriented and often used to misrepresent a program's value. The remaining 20, judged legitimate, are categorized by their orientations, and rated for their value. (SLD)

The concerns postmodernists have about evaluations, especially in education, are explored. Postmodernist and standards-based perspectives on evaluation are described, and specific questions about the role of postmodernism in evaluation are addressed from a standards-based perspective. (SLD)

Analysis supports the theory that the CIPP Evaluation Model provides both proactive support for decision making and retroactive support for accountability. (Author)

Provides an overview of evaluation checklists and describes 10 checklists for program, personnel, and product evaluations that were developed to be available to evaluators through the World Wide Web. (SLD)

The past few years have seen efforts in several countries and a wide range of disciplines to adopt and apply existing professional standards for guiding and judging evaluation services and/or develop new standards. Some of the efforts have drawn from the work and products of the North American Joint Committee on Standards for Educational…

The dimensions of educational evaluation include conceptualization and technology of evaluation. The methods have been drawn from the area of educational and psychological research. The techniques of evaluation need to serve the information needs of clients, address the central value issues, deal with situational realities, meet requirements of…

The author, chair of the Joint Committee on Standards for Educational Evaluation, compares the Evaluation Research Society (ERS) and Joint Committee Standards and proposes that ERS and the Joint Committee consider merging their standard-setting efforts. (Author/LC)

Part 1 of this monograph discusses the status of educational evaluation and describes several problems in carrying out such evaluation: (1) defining the educational setting, (2) defining decision types, (3) designing educational evaluation, (4) designing evaluation systems, and (5) defining criteria for judging evaluation. Part 2 proposes an…

Draws lessons in contracting for evaluations from the 1995 evaluation of a U.S. Marine Corps personnel evaluation system and a 1991 evaluation of the procedures for setting cutting scores of the National Assessment Governing Board of the National Assessment of Educational Progress. These national, politically sensitive evaluations provide lessons…

Advocates and presents an illustrative structure for interdisciplinary Ph.D. programs in evaluation. Posits that the introduction of such programs will give prospective students options through which they can gain the knowledge, skills, and experience needed to conduct evaluations. Describes the interdisciplinary evaluation program at Western…

Emphasizes the need for improved evaluation of community education efforts. Outlines a conceptual framework for program evaluation and offers an operational definition of evaluation to serve as a guide for organizing and conducting evaluation of community education programs. (JG)

This is a proposal submitted by the Ohio State University Research Foundation for design of a planning and assessment system for the Division of Manpower and Institutions (now Division of Research and Development Resources), U.S. Office of Education. It responds to a need for an expanded planning, management, and assessment system that would…