| Abstract: | This study, conducted over a period of three years, sought to compare general evaluation theory, bilingual education evaluation theory, federal regulations and guidelines for the evaluation of bilingual programs and a local educational audit to determine if there were significant differences among theory, requirements, and practice. A comparative analysis was used to determine the degree of appropriateness of general theory of evaluation to bilingual program evaluation. A comprehensive theoretical model which could provide a set of criteria against which an actual evaluation could be analyzed was identified. The initial step involved a literature review. The CIPP Model of Evaluation constructed by the Phi Delta Kappa National Study Committee on Evaluation was identified as an appropriate model. The four components of the CIPP Model (Context, Input, Process, and Product) were adopted as the skeleton for a comprehensive model. It was elaborated by using Howard Merriman's eight operational phases within components. It was further expanded from recommendations of the PDK Study Committee. |
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