Given that there is no universal way to measure implementation fidelity, instructional designers developing instructional innovations may find themselves faced with the challenge of determining the extent to which teachers' implementation of an instructional model is faithful. This article contends that a faithful implementation is one in…

Reviews four different approaches to evaluation--decision-oriented, applied research, value-oriented, and systems-oriented--and suggests how each may be applied to the evaluation of instructional programs. Nine references are listed. (Author/CHC)

A description of a project which undertook a study to identify components of the process of innovation in the areas of curriculum technology and administration. (AK)

Provides guidelines for systemic change in education. Presents an overview of the change process. Discusses preparing for change; building a core team to lead the design effort; transforming vision into system design; shifting focus from planning to implementation; and implementation, summative evaluation, and closure. (AEF)

A critical look at programed instruction, which the author suggests is being held back by a needlessly narrow theory.'' (Author/AK)

Article describes the role of process evaluation in the development and implementation of educational programs. (Author)

A discussion of how to examine curriculum and determine whether it achieves what it portends, is properly sequenced, has neither holes nor overlaps, and can provide successful educational experiences for the learner. (Author/HB)

Discusses design and evaluation issues relating to computer managed instruction (CMI). Major functions described include establishing identification database, processing performance data, report formulation, and utility functions. Evaluation issues discussed include customized versus generic CMI, user-friendliness, documentation, data entry…

A discussion of a project concerned with the development of a comprehensive instructional management system, including development work on the banking'' of a new system of objectives in reading instruction. (Author/HB)

Discusses the historical development of "hard" and "soft" systems thinking traditions and examines how these traditions have been understood and applied in the field of instructional development. Proposes the need for a synthesis of the two traditions in planning, implementing, and evaluating instructional programs. (AEF)

Describes a management-oriented system for the evaluation of educational programs for gifted children in public schools. Referred to as the Program Analysis and Review System, the approach comprises three sequential steps of program specification, documentation, and outcome determination, which are discussed in detail. (MBR)