Abstract
The growth of educational evaluation has brought with it a corresponding increase in the desire and need to include information on the nature of the educational treatment that is to be evaluated. However, to date, there has been no systematic review of how this might be accomplished. This paper explores ways in which treatment can be described: either by means of estimating degree of implementation, or by modeling the instructional domain. The paper also reviews approaches to measuring aspects of the instructional environment that are suggested by the various models and methods for combining and analyzing those measures.
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