Illustrates steps in the evaluation process, reports findings from the evaluation, demonstrates the importance of planning evaluations before programs are implemented, and encourages the use of evaluation techniques in program development. (JOW)

Presents criteria to evaluate inservice educational programs before, during, and after implementation, and keys these criteria to the different purposes for evaluation. (JOW)

A national sample of 4-H curriculum materials was analyzed, showing fewer instances than expected of life skills that 4-H promotes (decision making, problem solving, leadership), little evidence of interpersonal skills and competencies (teamwork, negotiation, diversity), and great emphasis on knowledge acquisition skills. (SK)

Minnesota and Maryland have developed explicit criteria for excellence and quality in extension programs. Unless extension educators can define and judge excellence, they cannot promote excellence within extension or communicate the quality of extension programs to external audiences. (JOW)

Defines impact evaluation from the perspective of evaluation experts, discusses problems the definition imposes on Extension, and points out areas on which to focus to provide respected answers to questions being asked. (JOW)

Compares qualitative and quantitative data, identifies common qualitative methods, describes a step-by-step process for gathering and analyzing qualitative data, and discusses two applications of the process to Extension. (Author)