A Checklist for Evaluating Large-Scale Assessment Programs

The authors of various evaluation models, (Alkin, 1969; Hammond, undated; Provus, 1969; Stake,1967; Stufflebeam, 1971) have not told us exactly what to do but have stimulated our thinking about what evaluation ought to include. The purpose of this paper is this more modest goal. A checklist for evaluating large-scale assessment is offered to prompt evaluators to ask questionsand seek effects in areas they might otherwise have missed. It should be more helpful than ageneral model because it is more specific.

In addition to improving the evaluation of assessment, a secondary purpose exists. Knowing whatan evaluation of an assessment program ought to entail should be helpful to assessment staff. No tonly could they more effectively marshall their arguments and documentation, but the evaluation guidelines in this paper could foster self-study.

At the heart of this paper, after some preliminary discussion, is a checklist for evaluating assessment. A checklist is proposed rather than a model because a checklist is more down-to earth and practical. A checklist can be used to make sure that all potential categories a reconsidered but allows the evaluator to focus on those that are most salient for judging a specific assessment program.