ABSTRACT
Over the past two decades or so, education evaluation has evolved as a field of intellectual endeavor complete with its own theorists, controversies, journals, and conferences. For example, at the 1984 annual meeting of the Evaluation Conference in San Francisco, 600 people attended, and this was only a fraction of the total number engaged in evaluating educational programs. Most of this activity has centered on the United States, but there is considerable interest in Britain, Canada, Australia, some northern European countries, and a nascent interest in Latin America and Asia.
