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