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ERIC Number: ED397093
Record Type: RIE
Publication Date: 1995
Pages: 5
Abstractor: N/A
Reference Count: N/A
Principles for Collaboration on Evaluation. An Agreement between the National Science Foundation and the U.S. Department of Education.
Department of Education, Washington, DC.; National Science Foundation, Washington, DC.
Both the Department of Education (ED) and the National Science Foundation (NSF) support a wide variety of studies of systemic and other educational reform in science, mathematics, and technology. Many of the studies have common or complementary purposes. To provide more comprehensive knowledge as a basis for decision making and to manage resources more efficiently, it is imperative that evaluation efforts be coordinated. The kinds of evaluations that will benefit most from collaboration between NSF and ED include major program evaluations that may affect federal policy or guidance to the field; curriculum assessments; and assessments of trends in educational reform in mathematics, science, and technology. Collaboration also should focus on research that adds to the growing knowledge base on systemic educational reform in mathematics, science, and technology. Both NSF and ED are designing indicator systems to track the effectiveness of educational reform efforts. Whenever possible, indicators should be the same. The use of common data collection elements and performance indicators will produce a more comprehensive knowledge base and reduce reporting burdens. Both agencies agree to discuss their evaluation plans and share information, addressing collaboration explicitly, and keeping each other informed. Synthesizing knowledge, collaborating on projects, and delivering a consistent message of commitment to collaboration will ensure that cooperative efforts are fruitful. The pamphlet lists the five members of the ED-NSF Memorandum of Understanding Working Group and the six members of the Task Group on Collaboration on Evaluation. (SLD)
Publication Type: Legal/Legislative/Regulatory Materials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department of Education, Washington, DC.; National Science Foundation, Washington, DC.
Identifiers: Department of Education; National Science Foundation; Reform Efforts