An evaluation was conducted on seven career education projects in seven Minnesota school districts. Formative and summative evaluation methods were used to assess teachers' and directors' project implementation and the impact on students' (grades 1 to 9) cognitive achievement. Self evaluation forms were used to obtain information from and to…

Marcy Open School has developed an educational reality where students are given freedom to be creative within a structured curriculum. Reflective of this philosophy are the three priority goals developed by Marcy staff and parents which are: (1) We want girls and boys to speak, listen, write, read, and deal with mathematical concepts effectively…

A fundamental distinction is made between basic research which seeks out new, generalizable knowledge, and administrative research which provides information useful to decision makers who have a task to perform. Attention is then given to four types of administrative research: background research, formative research, summative research, and policy…

Evaluation roles used in the Department of Research and Development in the Cincinnati Public Schools are identified and described. These include: project evaluator, local-school evaluator, independent program evaluator, external evaluator and external auditors. The merits of each evaluation role will be discussed as to its relationship with…

Current thinking and research on the nature of formative evaluation of replicable forms of instruction are summarized. Methodologies appropriate for other evaluation roles (e.g. summative) are shown to be often inappropriate for the formative role. This paper attempts to classify sources of information concerning the merit of educational materials…

The evaluation design described in this paper discusses all significant aspects of program development and follow-through for culturally disadvantaged children. Discussed are educational objectives, instructional methods, implementation procedures, and outcomes. (CK)

Discusses the importance of both formative and summative evaluation of instructional design technology in educational and business settings. Topics discussed include interactive video, computer assisted instruction, courseware, industrial training methods, cost effectiveness, learner performance data, current research, computer simulation, and…

The readings in this ready-reference report on specific program evaluations, offer critical guidance in the development and utilization of instruments for assessing gifted and talented programs, and are designed to stimulate the discussion of issues surrounding the evaluation of gifted programs. Key features include: (1) Carolyn M. Callahan's…

This paper examines the ineffectiveness of evaluation instruments for evaluating teacher instructional performance and compares evaluation with clinical supervision. Supervision identifies what occurs within classrooms, emphasizing teachers' instructional performance, while evaluation also includes other areas such as the teacher's appearance,…

Describes evaluation experiences in the Pittsburgh, Pennsylvania, School District. Suggests that use of evaluation results can be maximized through a systems approach that involves developing and monitoring different performance indicators, and tailoring educational practice by focusing corrective action on areas where performance is found to be…

Recommends that schools experiment with a comprehensive formative evaluation system suggested by "A Study of Schooling" by John Goodlad and his associates. The system includes periodic assessment of such things as student achievement, teaching practices, class climates, adult working environments, and parent attitudes. (Author/JM)

Evaluation procedures and programs in the Cincinnati, Ohio school system, the role of local school evaluators, and the models for school evaluation--based on high, moderate, or low trust--are described. Evaluators serve local schools in formative and summative evaluation projects, in assessing needs, and in meeting them. (MH)

Discussion of the evaluation of university faculty compares assessment that leads to judgment of performance (summative) and appraisal concerned with providing useful feedback (formative). Characteristics of each approach are considered, including purpose, criteria, review procedures, evaluators, recipients of results, timing, and follow-up.…

This study compared the impact of three forms of evaluation on the mastery of course content by special education majors. Results indicated higher levels of mastery were achieved by students during short- and long-term formative evaluation conditions, relative to summative evaluation. Students also viewed formative evaluation formats more…

Research and evaluation done in relation to the Israel High School Biology Project (IHBP) are summarized. The IHBP is located at a university and directed by university faculty but maintains direct contact with schools. The IHBP is characterized by its attention to ongoing evaluation. (SLD)