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The chapters in the context section are intended to provide the reader with an understanding of the social, organizational, and interpersonal factors that provide background and give meaning to evaluation practice.

With America fervently espousing both national and state testing, the differential performance by race and social class raises the specter of tests as barriers to life milestones such as promotion, graduation, and college admissions.

Previous titles in this program include Gifford & Wing/Test in Defense, Gifford & O'Connor/Changing Assessments, Gifford/Test Policy and the Politics of Opportunity Allocation, and Gifford/Test Policy and Test Performance.)

Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

Scoring Performance Assessments Based on Judgements focuses on the applications of Generalizability Theory to Performance Assessment. These principles can be used to guide the design of assessment procedures including those used in large-scale testing programs, observations, and structured interviews.

In 1976, the first session on the teaching of evaluation was held at an annual meeting of evaluators. Eventually the group for malized itself with the American Evaluation Association as the Topical Interest Group in the Teaching of Evaluation (TIG: TOE).

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.

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.

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.

Helps the reader understand contemporary equity issues in educational testing and assessment and to examine these issues in the context of educational reform. The book explores the factors that contribute to the gaps in student achievement along racial and social class lines, and offers ideas for improving the measurement of America's students.

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.

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.

The chapters in the context section are intended to provide the reader with an understanding of the social, organizational, and interpersonal factors that provide background and give meaning to evaluation practice.

Scoring Performance Assessments Based on Judgements focuses on the applications of Generalizability Theory to Performance Assessment. These principles can be used to guide the design of assessment procedures including those used in large-scale testing programs, observations, and structured interviews.

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.

My interest in and appreciation for program evaluation began in the early 1970's when conducting a curriculum development research project at the University of Florida's P.

With America fervently espousing both national and state testing, the differential performance by race and social class raises the specter of tests as barriers to life milestones such as promotion, graduation, and college admissions.

Intends to develop the institution of education and promote educational opportunities to children and youth worldwide. This book also intends to promote effective assessment policies and practices that enhance sound educational practice.

As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises.

Standardized testing in the United States has been increasing at a rapid pace. One of the main features of this book is that the market for standardized testing is highly fractured - with segments of the market facing monopoly conditions, others facing oligopoly conditions and still others where near free-market conditions exist.

Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

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.

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.

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.

On the psychometric front, advances in topics such as item response theory, criterion-referenced measurement, generalizability theory,* analy sis of covariance structures, and validity generalization are reshaping the ways that ability and achievement tests are constructed and evaluated, and that test scores are interpreted.