ABSTRACT
Many authors who write about instructional supervision link research and evaluation skills when discussing program evaluation. A wide variety of approaches can be employed in any program evaluation, including objectives-oriented, management-oriented, consumer-oriented, expertise-oriented, and participant-oriented evaluation. The first standard for program evaluation asserts the necessity for involving key stakeholders in identifying the purpose and goals for the program evaluation as well as the questions and standards that will drive the evaluation process. The supervisor must play a leading role in determining which of these data sources are most germane to the local school curricular and instructional program evaluations. In making decisions concerning program evaluation design, it is wise to consider the contribution that each of these data types could make to answering the evaluation questions developed through interaction with stakeholders. It is possible to collect a wide variety of data concerning an educational program but fail to capture data that meet accepted standards for validity and reliability.
