This annotated bibliography includes references that support evaluation, defined as a process to determine the level of quality. The entries represent a mix of philosophies, uses, and descriptions. It is not intended to be comprehensive, but it does include several different views of evaluation.
Books
Herman, J. L. (Ed.). (1987). Program evaluation kit. Thousand Oaks, CA: Sage.
The Program Evaluation Kit, a series of nine independently written books, provides a practical guide to planning, conducting, and interpreting evaluations. It was written as a learning tool for novice evaluators and as a reference for experienced evaluators. Each book is written to be used independently, so each is described separately below.
1. Herman, J. L., Morris, L. L., & Fitzgibbon, C. T. (1987). Evaluator’s handbook. Thousand Oaks, CA: Sage.
This book, the first in the series, includes an overview of planning, designing, and managing evaluations.
2. Stecher, B., & Davis, W. A. (1987). How to focus an evaluation. Thousand Oaks, CA: Sage.
This second volume in the series focuses on how to decide what will be evaluated using the knowledge background of the evaluator and client as well as the nature of the program and its constraints.
3. Fitzgibbon, C. T., & Morris, L. L. (1987). How to design a program evaluation. Thousand Oaks, CA: Sage.
This book uses examples from a wide variety of fields to illustrate how design options can be implemented in the evaluation process. It also includes a section on what to do when things do not progress as expected.
4. Patton, M. Q. (1987). How to use qualitative methods in evaluation. Thousand Oaks, CA: Sage.
This book focuses on how to develop an evaluation strategy using qualitative methods. It illustrates the differences between approaches when using qualitative and quantitative methods and provides a step-by-step guide for planning qualitative evaluations.
5. King, J. A., Morris, L. L., & Fitzgibbon, C. T. (1987). How to assess program implementation. Thousand Oaks, CA: Sage.
This book, which also fits in the assessment bibliography, discusses how assessment strategies can be built into evaluation programs. It focuses on the evaluator’s role in observing how a program is implemented as part of the evaluation process.
6. Henerson, M. E., Morris, L. L., & Fitzgibbon, C. T. (1987). How to measure attitudes. Thousand Oaks, CA: Sage.
This book outlines how to determine whether the affective and attitude objectives of a program have been met. Some of the commonly used measures are described, and a list of available measuring instruments is provided. It also offers instructions for constructing evaluation tools to measure these types of objectives.
7. Morris, L. L., Fitzgibbon, C. T., & Lindheim, E. (1987). How to measure performance and use tests. Thousand Oaks, CA: Sage.
This book, written for the evaluator, describes ways to select, create, and analyze collected results. It includes reviews of performance measures and explains how to determine which tools are appropriate for various evaluations, using examples from many different fields.
8. Fitzgibbon, C. T., & Morris, L. L. (1987). How to analyze data. Thousand Oaks, CA: Sage.
This book, written for the evaluator, describes statistical techniques for data analysis. Examples are given to support each technique, and worksheets are provided with each technique. It also describes how to determine which technique is best for a constructed evaluation.
9. Morris, L. L., Fitzgibbon, C. T., & Freeman, M. E. (1987). How to communicate evaluation findings. Thousand Oaks, CA: Sage.
This book describes what must be reported to clients and other stakeholders throughout the evaluation process. It includes worksheets to help one prepare a report and offers practical tips on communicating effectively.
Miller, A. H., Imrie, B. W., & Cox, K. (1998). Student assessment in higher education: A handbook for assessing performance. London: Kogan Page.
This book uses the terms “assessment” and “evaluation” interchangeably to denote a process of judgment. It is quite useful for its discussion of how evaluation can be used to determine the learning of the students. It is organized into three parts: why evaluation systems are needed in higher education, the uses and challenges of evaluative tools, and how evaluative findings can be checked for validity and objectivity.
Sanders, J. R. (1994). Program evaluation standards: How to assess evaluations of educational programs (2nd ed.). Thousand Oaks, CA: Sage.
This book, compiled by the Joint Committee on Standards for Educational Evaluation, provides guidance for evaluating educational and training programs, projects, and other materials. The Joint Committee on Standards for Educational Evaluation developed a list of thirty standards to use in program evaluation. These standards are organized into four groups—utility, feasibility, propriety, and accuracy. For each standard, the book provides an overview of intent, guidelines for application, common errors, and examples of use in educational settings. The book also contains a table of standards for various types of program evaluation. Although the book focuses on program evaluation, it also gives quite thorough examples that describe how to set up an evaluative process and how to collect unbiased, reliable information.
Scriven, M. (1991). Evaluation thesaurus (4th ed.). Thousand Oaks, CA: Sage.
Though the title implies that it is a dictionary-type reference, this book is really a series of essays describing the place for and uses of evaluation in the academic world. This is the first overview of evaluation as used across all academic disciplines. The explanations of major concepts, acronyms, processes, and techniques in various fields help those who are new to the evaluation process. It goes into great detail about some of the issues of reliable evaluation, such as subjectivity and multiple measures.
Stufflebeam, D. L. (2001). Evaluation models: New directions for evaluation, no. 89. San Francisco: Jossey-Bass.
This book uses examples to identify, analyze, and judge twenty-two evaluation approaches that could be used for almost all program evaluation efforts. The descriptions of each approach, including purpose and methods, are very useful. Like Sanders above, this book rates evaluation methods on utility, feasibility, propriety, and accuracy.
Walvoord, B. E., Anderson, T. A., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
This book looks specifically at grading as a way to effectively evaluate student learning. It discusses how to link grades with course objectives that focus on student learning. Besides giving general information, it also includes specific information about how the evaluation of students can be linked to the assessment of curriculum and teaching. It focuses on aligning what is graded to what is stated as important through the learning objectives.
Worthen, B. R., Sanders, J. R., & Fitzpatrick, J. L. (1996). Program evaluation: Alternative approaches and practical guidelines. (2nd ed.). New York: Addison-Wesley.
This book illustrates a wide variety of approaches to evaluation while supporting the need to set criteria, be unbiased, and get reliable information. It stresses planning and informing the evaluatee of an evaluation before implementing it. It also discusses how to conduct evaluations ethically and professionally.
Web Site
The Evaluation Center, Western Michigan University. <http://www.wmich.edu/evalctr/>
This site has a wealth of information and links to many other useful sites. There is information on what evaluation is, when it should be used, how it can be used, and how to design methods to use evaluation.
The site is organized around five areas: the history and the mission of the Evaluation Center; Evaluation Center Projects; Evaluation Support Services, which includes templates and glossaries for evaluation processes as well as links; Publications, which includes extensive bibliographies and books for sale; and Affiliations, which has links to consortia and committees devoted to evaluation issues.