Below you will find information on..... Required Texts..... Reading Schedule.....

The following texts will be used throughout the semester (abbreviations used for the reading schedule appear in parentheses after each text citation).

Baker, E.L., & O'Neil, H. F. (1994). Technology assessment in education and training. Hillsdale, NJ: Lawrence Erlbaum. (B)

Bruce, B. C., & Rubin, A. (1993). Electronic Quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, NJ: Lawrence Erlbaum. (B/R)

Garner, R., & Gillingham, M. G. (1996). Internet communication in six classrooms: Communication across time, space, and culture. Mahwah, NJ: Lawrence Erlbaum. (G/G)

Worthen, B. R., & Sanders, J. R. (1997). Educational evaluation: Alternative approaches and practical guidelines. White Plains, NY: Longman. (W/S)

Books may be purchased from any of the on-campus bookstores (Illini Union Bookstore or TIS) or ordered through your local bookseller or one of the many online bookstores such as Amazon.Com or Barnes and Noble.

Below is the tentative schedule of readings for the semester. Additional readings may be added as needed. Page numbers for the 1987 Edition of the Worthen & Sanders text are included for those who own the earlier edition.

Section One

• W/S:
• Ch 1, pp 3-24; Evaluation's Basic Purpose, Uses, and Conceptual Distinctions (Note: 1997 edition only; handouts will be available for those with the 1987 edition)
• Ch 2, pp 11-20; The History of Evaluation in Education (Note: 1987 edition only; handouts will be available for those with the 1997 edition)
• Ch 13, pp 215-232; Setting Boundaries and Analyzing the Evaluation Context (Note: This is Ch 13, pp 186-199 in the 1987 Edition)
• G/G:
• Ch 1, pp 3-19; Introduction to Internet Communication as Intensely Social Activity
• B:
• Introduction, pp 1-6

Section Two (Evaluation Orientations)

• W/S:
• Ch 5, pp 81-89, 91-95; Objectives-Oriented Evaluation Approaches (Note: This is Ch 5, pp 62-65, 72-75 in the 1987 Edition)
• Ch 6, pp 97-103, 104-105; Management-Oriented Evaluation Approaches (Note: This is Ch 6, pp 77-82, 83-85 in the 1987 Edition)
• Ch 7, pp 107-112, 116-117; Consumer-Oriented Evaluation Approaches (Note: This is Ch 7, pp 87-90, 96-97 in the 1987 Edition)
• Ch 8, pp 119-129, 131-134; Expertise-Oriented Evaluation Approaches (Note: This is Ch 8, pp 98-106, 108-111 in the 1987 Edition)
• Ch 9, pp 137-145, 146-151; Adversary-Oriented Evaluation Approaches (Note: This is Ch 9, pp 113-120, 121-126 in the 1987 Edition)
• Ch 10, pp 153-165, 166-168; Naturalistic and Participant-Oriented Evaluation Approaches (Note: This is Ch 10, pp127-130, 134-140, 141-142 in the 1987 Edition)
• Recommended but not required:
• Ch 11, pp 171-185; Alternative Evaluation Approaches: A Summary and Comparative Analysis (Note: This is Ch 11, pp 144-158 in the 1987 Edition)
• B/R:
• Ch 1, pp 1-8; Introduction
• Ch 8, pp 177-215; Situated Evaluation
• 9, pp 216-218; Conclusion: What We Have Learned

Section Three (Evaluation Questions and Plan)

• W/S:
• Ch 14, pp 245-265; Identifying and Selecting the Evaluative Questions and Criteria (Note: This is Ch 14, pp 210-225 in the 1987 Edition)
• Ch 15, pp 269-295; Planning How to Conduct the Evaluation (Note: This is Ch 15, pp 229-244 in the 1987 Edition)
• B:
• Ch 8, pp 153-170; A New Mirror for the Classroom: A Technology-Based Tool for Documenting the Impact of Technology on Instruction
• Ch 9, pp 173-196; Evaluating the Apple Classrooms of Tomorrow

Section Four (Methods & Ethics)

• W/S:
• Ch 16, pp 311-338; Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation (Note: This is Ch 17, pp 281-295 in the 1987 Edition)
• Ch 17, pp 341-364; Collecting, Analyzing, and Interpreting Quantitative Information (Note: This is Ch 18, pp 298-323 in the 1987 Edition; This edition combined both quantitative and qualitative chapters. It is recommended that you see the 1997 edition for a more thorough discussion)
• Ch 18, pp 371-389; Collecting, Analyzing, and Interpreting Qualitative Information (Note: This is Ch 18, pp 298-323 in the 1987 Edition; This edition combined both quantitative and qualitative chapters. It is recommended that you see the 1997 edition for a more thorough discussion)
• Online:
• Bill Trochim's Evaluating Websites, particularly the Introduction and the two articles entitled Evaluating Websites and Website Evaluation: Experimental and Quasi-Experimental Design Issues
• Recommended but not required:
• Bill Trochim's Center for Social Research Methods

Section Five (Interpretation)

• W/S:
• Ch 17, pp 364-366; Collecting, Analyzing, and Interpreting Quantitative Information (con'd) (Note: This is Ch 19, pp 328-336 in the 1987 Edition; This edition combined both quantitative and qualitative analysis chapters. It is recommended that you see the 1997 edition for a more thorough discussion)
• Ch 18, pp 389-397; Collecting, Analyzing, and Interpreting Qualitative Information (con'd) (Note: This is Ch 19, pp 328-336 in the 1987 Edition; This edition combined both quantitative and qualitative analysis chapters. It is recommended that you see the 1997 edition for a more thorough discussion)
• B:
• Ch 10, pp 199-225; Assessing Programs That Invite Thinking
• B/R:
• Ch 5, pp 76-121; Alternative Realizations of Purposeful Writing
• G/G:
• Each evaluation team will be assigned to read one of the six classroom cases in the text, tba.

Section Six (Representation & Use)

• W/S:
• Ch 19, pp 407-434; Reporting and Using Evaluation Information (Note: This is Ch 20, pp 341-365 in the 1987 Edition)

Section Seven (Metaevaluation & Course Summary)

• W/S:
• Ch 20, pp 439-454; Evaluating Evaluations (Note: This is Ch 21, pp 369-396 in the 1987 Edition)
• B:
• Ch 1, pp 9-13; Meta-Analytic Studies of Finding on Computer-Based Instruction
• G/G:
• Ch 8, pp 127-137; Continuity Across Classrooms