Summarizes the chapters of this theme issue on youth participatory evaluation. The overarching theme from this collection is the shift from a focus on youth as defective to a view of youth as assets in community development. (SLD)

This book is written for program administrators who want to become familiar with program evaluation methods. Outcome-based evaluation is defined as a form of program evaluation that uses objective person-referenced outcomes (measuring the functional level and social roles of program clients) to analyze effectiveness, impact, or costs and benefits.…

This book is designed to be an instructional guide rather than a technical manual. For that reason, it provides a comprehensive and integrated overview of the procedures for detecting differential item functioning with citations to more technically detailed references. (SLD)

Uses a dialogue format to critique the arguments of W. Roth and M. Tobin for a radical departure from traditional conceptions and discussions of teacher evaluation. Makes the case that before considering radical new approaches, evaluators should understand strengths and weaknesses of existing models. (SLD)

Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)

Suggests a strategy for dealing with the situation in which evaluators wish to ask teenage participants in a life skills program questions that might be seen as controversial. The strategy relies on an inclusive planning committee, a low-key poll to provide background information, and a foot in the door opening to start the process. (SLD)

Discusses Margaret Mead's evaluation of the first Salzburg Seminar (1947), a forum for international exchange of intellectual ideas and cultural customs. Concludes that Mead's evaluation was highly successful in that it created an evocative representation of the seminar that told readers what it was like for its participants. (SLD)

Comments on S. Pogrow's suggestion that educational programs should be judged by the degree to which schools using them achieve "surprising scores." Emphasizes the importance of the use of control groups in program evaluation. (SLD)

Introduces the 21 papers in this special issue on the future of evaluation. These articles suggest a field that is more eclectic in methods, approaches, and practitioners than was the field described in a similar issue in 1994. (SLD)

The viewpoints of contributors to the forum are reviewed. Many of the disagreements represent fundamental differences in what constitutes evaluation. All four authors agree that the formative/summative distinction is useful and will continue to be an important concept in program evaluation, although the distinction needs greater clarification.…

Identifies strengths and weaknesses of the study of the Comprehensive Child Development Program and draws evaluative conclusions based on the analysis. Cites lack of stakeholder involvement and pilot studies as a weaknesses of the evaluation but notes the general quality of the effort. (SLD)

Introduces the articles of this theme issue focusing on performance assessment methodology. Papers address: (1) merging item formats; (2) scoring models; (3) equating and linking; (4) generalizability theory; (5) standard setting methods; and (6) validity issues and methods. (SLD)

Reviews the conclusions drawn in articles in this special issue and comments on some of the major themes, including paradigm debates, context issues, the role of evaluators and evaluation, the performance measurement movement, and the impact of new technologies on evaluation. (SLD)

In 1991, Michael Scriven published "Beyond Formative and Summative Evaluation," a reconsideration of the classic distinction in evaluation roles. Debate about the roles of evaluation continued in the four papers that follow this introduction, all of which were presented at a forum at the 1995 International Evaluation Conference. (SLD)

This volume reflects the impact of postmodern critical thinking on models of human service practice. It demonstrates the values of practice informed by critical theory but does not present adequate empirical support for its effectiveness and Stringer's model is not illustrated through a case study. (SLD)