Evaluation is an integral part of the instructional program. Evaluators are concerned, first, with assessing
needs so that programs can be designed to meet those needs. Once a need has been identified and a
program has been designed to meet that need, evaluators examine both the product and the process, i.e., the degree to which the program objectives are being achieved, as well as the desirability and efficiency of the means used to reach the objectives.

DATA SOURCES

There is an almost unlimited number of indicators that may legitimately become part of a comprehensive
program evaluation. Indicators may include longitudinal studies (post-program performance on the job or at higher educational levels), student attendance, student testing, anecdotal records, structured
observation, sociometric techniques, questionnaires, structured interviews, and interest inventories. The
last three have to do with obtaining opinions. Opinion gathering from relevant persons is a valid
evaluative technique.

PROFESSIONAL EDUCATORS

Primary responsibility for program evaluation devolves upon the professional educators. This includes the administrative staff, principals, teachers, and others with special responsibilities for portions of the
instructional program. Professional personnel outside the system are used in many situations. These may include university personnel, State Department of Education personnel, private consultants, and persons employed by other school systems.

NON-PROFESSIONAL OR LAY CITIZENRY

Anyone with special interests and/or skills may be involved in program evaluation. Parents, students,
aides, and school community groups are examples of persons that are used regularly in the evaluation
process.

SCHOOL BOARD MEMBERS

School Board members have final or ultimate responsibility for the operation of a sound educational
program within the county. This responsibility includes the periodic review of every facet of the
educational enterprise and the setting of policies which allow all programs to function.