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It is clear that no matter whether your interest lies in the relationship between self-efficacy and academic success or employee satisfaction and corporate success, it is essential that the instruments used be carefully designed and tested to assure that they are measuring what they are intended to measure in a consistent manner.

Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models.

1) Each chapter focuses on an aspect of employment testing-a topic that could hardly 1 POLICY ISSUES IN EMPLOYMENT TESTING 2 be more in need of calm deliberation and reasoned discussion than it is today.

In the abstract, training is seen as valuable by most people in business and industry. Without evaluation, the value of specific training efforts cannot be adequately measured, the value of training investments overall cannot be fully assessed, and the contributions of the training function to the corporation's goals cannot be duly recognized.

Much has been written about various philosophical and theoretical orientations to evaluation, its relationship to program management, appropriate roles evaluation might play, new and sometimes esoteric evaluation methods, and particular evaluation techniques.

To address this last concern, the Development and Demonstration Center in Continuing Education for the Health Professions of the Univer sity of Southern California organized and conducted a meeting of academi cians and practitioners in evaluation of continuing education.

This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry.

Decision-Oriented Educational Research considers a form of educational research that is designed to be directly relevant to the current information requirements of those who are shaping educational policy or managing edu cational systems.

Reviews of the training research literature show that, parallel to the growing attention to corporate training, research has also increased in the field, giving a better understanding of the subject and providing fundamental expertise on which trainers can build.

I personally learned to know Ralph Tyler rather late in his career when, in the 1960s, I spent a year as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford.

Much has been also written on evaluation as well as on evaluation and decision making, but not much has been written on evaluation in decision making, especially decision making in the principalship.

A: You will develop one or more evaluation designs, and perhaps you'll also use the designs to evaluate something to make it better or to document its current value. A: An evaluation design is a conceptual and procedural map for getting important information about training efforts to people who can use it, as shown in the graphic below.

Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests.

It is in the context of attempting to be responsive to these changes, and to the many wishes and needs that schools are asked to address, that needs assessment can be useful.

In this text, The Training Evaluation Process, David Basarab and Darrell Root provide commercial industry training with a step-by-step approach to use when evaluating training progrruns, thus allowing training to be viewed as an investment rather than an expense.

Design, implementation and operational issues related to instrumentation (Chapter Seven), management and decision making (Chapter Eight), and reporting and utilization of results (Chapter Nine) are next addressed.

Every school district needs a system of sound superintendent performance evaluation. Superintendent Performance Evaluation outlines some of the problems and deficiencies in current evaluation practice and offers professionally-based leads for strengthening or replacing superintendent performance evaluation systems.