NCJ Number
58071
Date Published
1978
Length
136 pages
Annotation
AIMED AT THE EVALUATOR, THIS HANDBOOK PROVIDES A BROAD OVERVIEW OF EVALUATION PLANNING AS WELL AS A PRACTICAL GUIDE TO THE DESIGN AND MANAGEMENT OF EVALUATION PROGRAMS.
Abstract
TO CLARIFY WHAT IS EXPECTED OF A PROGRAM EVALUATOR, THE HANDBOOK DESCRIBES THE VARIOUS ROLES AN EVALUATOR MAY NEED TO ASSUME IN RELATION TO THE PROGRAM TO BE EVALUATED (I.E., A SUMMATIVE OR FORMATIVE ROLE). THE FIRST SECTION FOCUSES ON THE RESPONSIBILITIES OF THE SUMMATIVE EVALUATOR, WHO MUST COMPILE IN ONE PLACE--USUALLY A WRITTEN REPORT--A SUMMARY OF WHAT THE PROGRAM LOOKED LIKE AND WHAT IT APPEARS TO HAVE ACCOMPLISHED. SUMMATIVE EVALUATORS ARE SEEN AS REPRESENTATIVES OF TAXPAYERS AND EDUCATIONAL CONSUMERS. THE FOLLOWING SECTION DESCRIBES THE MANY-FACETED AND COMPLICATED TASKS OF THE FORMATIVE EVALUATOR, WHO ENTERS A HELPING RELATIONSHIP WITH A PROGRAM'S STAFF. AMONG THE JOBS A FORMATIVE EVALUATOR MAY NEED TO PERFORM ARE PROGRAM MONITORING, INFORMATION DISSEMINATION, AND HELPING TO APPLY REMEDIES TO IDENTIFIABLE PROGRAM PROBLEMS. THE ROLE OF THE FORMATIVE EVALUATOR IS MORE EPHEMERAL THAN THAT OF SUMMATIVE EVALUATORS. THE REMAINDER OF THE HANDBOOK IS MADE UP OF STEP-BY-STEP GUIDES FOR ACCOMPLISHING AND ORGANIZING THREE SORTS OF EVALUATIONS: A STANDARD SUMMATIVE EVALUATION, A FORMATIVE EVALUATION, AND A CLASSIC EXPERIMENT. THESE GUIDES ARE CROSS-REFERENCED TO OTHER VOLUMES IN THIS EVALUATION SERIES TO PROVIDE QUICK ACCESS TO CONCRETE INSTRUCTION DURING CRITICAL PHASES OF THE EVALUATION PROCESS. SEE ALSO NCJ 58072-58078.