ABSTRACT
In this chapter evaluation is seen as one of the rational techniques of policy-analysis. To the degree that the actual political and organizational context of evaluations differs from the rational ideal specific measures have to be considered to maintain standards of accuracy and utility. Contextual problems of evaluations are discussed when considering phase models of educational reform and articulation of the decision-making context. In its turn the relevant decision-making context of evaluations depends on the patterns of centralization and decentralization of educational systems. In the final sections of the chapter various strategies for improving the institutional, organizational and technical context (in the sense of a technical infrastructure for educational monitoring and evaluation) are discussed.
