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| Introduction To Evaluation | |
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| Evaluation's Basic Purpose, Uses, and Conceptual Distinctions | |
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| Origins of Modern Program Evaluation | |
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| Recent Developments and Trends in Evaluation | |
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| Alternative Approaches To Program Evaluation | |
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| Alternative Views of Evaluation | |
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| Objectives-Oriented Evaluation Approaches | |
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| Management-Oriented Evaluation Approaches | |
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| Consumer-Oriented Evaluation Approaches | |
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| Expertise-Oriented Evaluation Approaches | |
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| Adversary-Oriented Evaluation Approaches | |
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| Participant-Oriented Evaluation Approaches | |
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| Alternative Evaluation Approaches: A Summary and Comparative Analysis | |
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| Practical Guidelines For Planning Evaluation | |
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| Clarifying the Evaluation Request and Responsibilities | |
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| Setting Boundaries and Analyzing the Evaluation Context | |
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| Identifying and Selecting the Evaluative Questions and Criteria | |
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| Planning How to Conduct the Evaluation | |
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| Practical Guidelines For Conducting And Using Evaluations | |
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| Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation | |
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| Collecting, Analyzing, and Interpreting Quantitative Information | |
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| Collecting, Analyzing, and Interpreting Qualitative Information | |
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| Reporting and Using Evaluation Information | |
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| Evaluating Evaluations | |
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| Emerging And Future Settings For Program Evaluation | |
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| Conducting Multiple-Site Evaluation Studies | |
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| Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings | |
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| The Future of Evaluation | |
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| Appendix: Some General Areas of Competence Important in Education Evaluation | |