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| Introducion to Evaluation | |
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| Overview | |
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| The birth of program evaluation | |
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| Evaluation catapults into national prominence | |
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| Evaluation searches for direction | |
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| Defining program evaluation | |
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| The Evaluation Reality | |
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| Early Beliefs | |
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| Implementation issues | |
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| Measurement outcomes | |
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| Design issues | |
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| Nature of decision making | |
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| Overview of the text | |
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| Utilitarian Perspectives | |
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| The provus discrepancy model | |
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| The CIPP perspective | |
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| Stake's countenance model | |
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| Scriven's goal-free perspective | |
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| Intuitionist/Pluralist Perspectives | |
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| The judicial and adversary models | |
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| Eisner's educational connoisseurship and criticism perspective | |
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| Stake's responsive evaluation perspective | |
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| Illuminative evaluation | |
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| Tools for Evaluation | |
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| Methods for Obtaining Group Input | |
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| The focus group interview | |
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| The nominal group technique | |
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| The delphi technique | |
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| The opinion survey | |
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| Indicators of Academic Achievement | |
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| The birth of norm-referenced measurement | |
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| The emergence of criterion-referenced measurement | |
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| Norm-referenced assessment | |
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| Criterion- referenced assessment | |
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| Other data sources | |
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| Alternative Methods of Assessment: Performance Assessment | |
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| General characteristics of alternative assessment | |
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| Overview | |
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| Examples | |
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| Issues in designing and using performance assessments | |
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| Potential roles in program evaluation | |
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| Alternative Methods of Assessment: Portfolio Assessment | |
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| Types of portfolios | |
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| Summary | |
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| Issues in portfolio assessment | |
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| Assessing Affective Characteristics | |
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| Categories of affective characteristics | |
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| Measurement of interests and attitudes | |
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| Other methods of determining attitudes and interests | |
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| Assessing values and belief systems | |
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| Qualitative Methods of Inquiry | |
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| The nature of qualitative inquiry | |
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| Participant observation | |
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| Nonparticipant observation | |
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| Interviews and other methods | |
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| Data quality control | |
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| Qualitative methods in evaluation | |
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| Development of the Evaluation Plan and Implementation of the Evaluation | |
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| Negotiation of the Evaluation Contract | |
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| Preliminary tasks | |
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| Types of contracts | |
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| Context of the evaluation | |
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| Conduct of the evaluation | |
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| Technical specifications | |
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| Guidelines for contract negotiations | |
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| Development of the Program Definition | |
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| The functions of a program definition | |
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| Components of a program definition | |
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| Role of the evaluator | |
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| Guidelines for developing a program definition | |
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| Developing the Evaluation Framework | |
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| Developing the evaluation questions | |
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| Selecting the design and methods | |
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| Developing a management plan | |
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| Guidelines for development of an evaluation framework | |
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| Documentation of Program Implementation | |
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| Factors influencing implementation | |
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| Selecting an evaluation perspective | |
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| Allocation of Resources | |
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| Guidelines for documentation of program implementation | |
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| Data Analysis and Interpretation | |
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| Qualitative data analysis | |
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| Quantitative data analysis | |
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| Guidelines for conducting data analysis | |
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| Communication of Evaluation Events | |