| Introduction |
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1 | (8) |
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| PART ONE: PERSPECTIVES |
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| SECTION 1: EVALUATION THEORY |
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9 | (6) |
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Evaluation Theory and Metatheory |
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15 | (16) |
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The CIPP Model for Evaluation |
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31 | (32) |
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63 | (6) |
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Constructivist Knowing, Participatory Ethics and Responsive Evaluation: A Model for the 21st Century |
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69 | (10) |
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Deliberative Democratic Evaluation |
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79 | (28) |
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| SECTION 2: EVALUATION METHODOLOGY |
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103 | (4) |
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Randomized Field Trials in Education |
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107 | (18) |
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Cost-Effectiveness Analysis as an Evaluation Tool |
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125 | (28) |
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Educational Connoisseurship and Educational Criticism: An Arts-Based Approach to Educational Evaluation |
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153 | (14) |
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In Living Color: Qualitative Methods in Educational Evaluation |
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167 | (30) |
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| SECTION 3: EVALUATION UTILIZATION |
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189 | (8) |
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197 | (26) |
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Utilization-Focused Evaluation |
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223 | (22) |
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Utilization Effects of Participatory Evaluation |
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245 | (34) |
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| SECTION 4: THE EVALUATION PROFESSION |
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269 | (10) |
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Professional Standards and Principles for Evaluations |
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279 | (24) |
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Ethical Considerations in Evaluation |
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303 | (26) |
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How can we call Evaluation a Profession if there are no Qualifications for Practice? |
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329 | (16) |
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The Evaluation Profession and the Government |
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345 | (16) |
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The Evaluation Profession as a Sustainable Learning Community |
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361 | (12) |
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The Future of the Evaluation Profession |
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373 | (24) |
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| SECTION 5: THE SOCIAL AND CULTURAL CONTEXTS OF EDUCATIONAL EVALUATION |
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389 | (8) |
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Social and Cultural Contexts of Educational Evaluation: A Global Perspective |
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397 | (20) |
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The Context of Educational Program Evaluation in the United States |
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417 | (12) |
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Program Evaluation in Europe: Between Democratic and New Public Management Evaluation |
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429 | (12) |
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The Social Context of Educational Evaluation in Latin America |
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441 | (24) |
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Educational Evaluation in Africa |
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465 | (24) |
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| PART TWO: PRACTICE |
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| SECTION 6: NEW AND OLD IN STUDENT EVALUATION |
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485 | (4) |
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Psychometric Principles in Student Assessment |
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489 | (44) |
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Classroom Student Evaluation |
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533 | (16) |
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549 | (28) |
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External (Public) Examinations |
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577 | (32) |
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| SECTION 7: PERSONNEL EVALUATION |
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603 | (6) |
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Teacher Evaluation Practices in the Accountability Era |
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609 | (34) |
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Principal Evaluation in the United States |
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643 | (28) |
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Evaluating Educational Specialists |
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671 | (30) |
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| SECTION 8: PROGRAM/PROJECT EVALUATION |
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697 | (4) |
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Evaluating Educational Programs and Projects in the Third World |
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701 | (20) |
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Evaluating Educational Programs and Projects in the USA |
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721 | (12) |
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Evaluating Educational Programs and Projects in Canada |
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733 | (18) |
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Evaluating Educational Programs and Projects in Australia |
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751 | (24) |
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| SECTION 9: OLD AND NEW CHALLENGES FOR EVALUATION IN SCHOOLS |
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771 | (4) |
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Institutionalizing Evaluation in Schools |
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775 | (32) |
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A Model for School Evaluation |
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807 | (20) |
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The Development and Use of School Profiles |
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827 | (16) |
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Evaluating the Institutionalization of Technology in Schools and Classrooms |
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843 | (40) |
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| SECTION 10: LOCAL, NATIONAL, AND INTERNATIONAL LEVELS OF SYSTEM EVALUATION |
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873 | (10) |
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National Assessment in the United States: The Evolution of a Nation's Report Card |
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883 | (22) |
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Assessment of the National Curriculum in England |
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905 | (24) |
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State and School District Evaluation in the United States |
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929 | (22) |
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International Studies of Educational Achievement |
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951 | (28) |
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Cross-National Curriculum Evaluation |
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979 | (18) |
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| List of Authors |
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997 | (4) |
| Index of Authors |
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1001 | (20) |
| Index of Subjects |
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1021 | |
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