Self evaluation of organizations is recommended to avoid problems and bias associated with external evaluations. Four approaches to evaluation include testing, site visits, congruence between expected and achieved objectives, and naturalistic or qualitative evaluation. The five judgement stages of evaluation are described; needs, goals,…

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)

Fifty-one instruments obtained from eleven projects are listed in this handbook and categorized by: (a) the program for which the instrument was constructed (participant, program, and pupil evaluation); (b) the respondents for whom the instrument is intended (teacher, parent, pupil, participant, etc.); and (c) the behavioral domain which the…

Compliance with policy mandates and instructional complexity are unique aspects of special education for which peer review, applied research, and qualitative/naturalistic methods used for evaluating general education are inadequate. A conceptual map designed to organize longitudinal, systematic evaluation of special education addresses its special…

Evaluation models have been taken as methodologies for actually conducting evaluations, instead of as persuasions or frameworks within which more specific constructs and methods must be placed. Although evaluation models do not provide methodologies, they do provide a guide for thinking about how an evaluation could be conducted. (Author/LC)

While the logic of science serves as the methodological framework for psychological research, its particular merit for educational evaluation has yet to filter into practical application. The logic of science provides a strategy for evaluating large and complex educational treatments that is a useful guide to program development and improvement.…

This article presents a methodological model that can be employed to conduct follow-up studies of preservice and inservice teacher training programs. The model first defines a training need by identifying "what should be" and "what is" in the knowledge, performance, and consequence (reaction to behavior) competencies of…

The rise of interest in the evaluation of teacher education and training during the decade 1967-1977 is charted; a review of related concepts and studies is presented; and three evaluation models for conducting follow-up studies on training effectiveness are examined. Three issues arising to prominence in the last decade are identified and…

Structured decomposition is explained as a process of reduction to parts of an educational program. Resulting substructures aid in an overview of the entire entity. (RAO)

Some of the historical developments which have influenced educational evaluation are the importance of operationalism and behavioral objectives; curriculum reform; the Elementary and Secondary Education Act; and school and teacher accountability. Major problems related to current evaluation practices include negative attitudes toward evaluation,…

The Structured Analysis and Design Technique (SADT) analyzes a problem through building a model of the problem on paper which is top-down, modular, hierarchic, and structured. It is a communications vehicle using an iterative author-commenter cycle which focuses attention on defined topics, increases management control, creates a systematic work…