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AEA Pre K-12 Education Evaluation TIG
The Pre K-12 Education Evaluation Topical Interest Group (TIG) focuses on: Evaluation of pre K-grade 12 education programs, evaluation of pre K-grade 12 educational system and policies, identification and discussion of educational policies and programs which impact public welfare, such as, research requirements for federal education evaluation, the effects of high-stakes testing, or distribution of resources; promote the role of program evaluation in pre K-12 education.
http://www.evaluand.com/aeaprek12/

American Evaluation Association
Goals of the American Evaluation Association include:
To promote the professional development of evaluators working within the Cooperative Extension system and in other nonformal education organizations.
To improve evaluation performance through a better understanding of the unique contexts of evaluation in various informal education and technology transfer settings.
To recognize and enhance the relationship between the functions of program evaluation, program planning, staff development and organization development in Extension and informal education.
To provide and promote opportunities for communication and the sharing of evaluation theories, issues, approaches, and practices in Extension and informal education.
To encourage exemplary evaluation practice in the field of Extension Education.
To support the mission of the American Evaluation Association.

http://www.danr.ucop.edu/eee-aea/

American Evaluation Association
Home page of the American Evaluation Association highlighting new policies in evaluation, local affiliates, and topical interest groups in the organization.
http://www.eval.org/

American Evaluation Association: Guiding Principles for Educators
Principles including systematic inquiry, competence, integrity, respect, general welfare, and ethics are discussed in this background paper.
http://www.eval.org/Guiding%20Principles.htm

Benchmarks On-Line
SFAA answers the question of what constitutes adult science literacy, recommending what all students should know and be able to do in science, mathematics, and technology by the time they graduate from high school. Benchmarks specifies how students should progress toward science literacy, recommending what they should know and be able to do by the time they reach certain grade levels. Together, the two publications can help guide reform in science, mathematics, and technology education.
http://www.project2061.org/tools/benchol/bolintro....

ENC Online: A K-12 math and science teacher center.
The best selection of K-12 mathematics and science curriculum resources on the Internet!
http://www.enc.org/

ENC Online: Professional Development: Standards & Frameworks: State Departments
A listing of Departments of Education organized by state.
http://www.enc.org/professional/standards/state_de...

ENC Online: Professional Development: Standards & Frameworks: State Frameworks
Frameworks for mathematics and science education provided by states.
http://www.enc.org/professional/standards/state/

Joint Committee on Standards for Educational Evaluation
Joint Committee on Standards for Educational Evaluation: Serving educational organizations and institutions through development of standards to guide and improve the quality of their program, personnel, and student evaluations. Recommended books on the topic of education standards are highlighted here.


http://www.wmich.edu/evalctr/jc/

National Science Education Standards
The National Science Education Standards present a vision of a scientifically literate populace. They outline what students need to know, understand, and be able to do to be scientifically literate at different grade levels. They describe an educational system in which all students demonstrate high levels of performance, in which teachers are empowered to make the decisions essential for effective learning, in which interlocking communities of teachers and students are focused on learning science, and in which supportive educational programs and systems nurture achievement. The Standards point toward a future that is challenging but attainable--which is why they are written in the present tense.


http://www.nap.edu/readingroom/books/nses/html/ove...

National Science Education Standards
The content standards presented in this chapter outline what students should know, understand, and be able to do in natural science. The content standards are a complete set of outcomes for students; they do not prescribe a curriculum. These standards were designed and developed as one component of the comprehensive vision of science education presented in the National Science Education Standards and will be most effective when used in conjunction with all of the standards described in this book. Furthermore, implementation of the content standards cannot be successful if only a subset of the content standards is used (such as implementing only the subject matter standards for physical, life, and earth science). This introduction sets the framework for the content standards by describing the categories of the content standards with a rationale for each category, the form of the standards, the criteria used to select the standards, and some advice for using the science content standards.
http://www.nap.edu/readingroom/books/nses/html/6a....

National Science Education Standards - Contents
Contents of National Science Education Standards
http://www.nap.edu/readingroom/books/nses/html/

Program Evaluation Standards
Education evaluation standards including topics: utility, feasibility, proprietary and accuracy.
http://www.eval.org/EvaluationDocuments/progeval.h...

TIG-TOE2
Teaching of Evaluation (affectionately, TIG:TOE) is one of the original topical interest groups of the American Evaluation Association. Its purpose is to promote excellence in evaluation instruction across a variety of educational levels, disciplines, and contexts.
http://www.home.okstate.edu/homepages.nsf/toc/tigtoe2



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