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Book Reviews: Borich, Gary D. (Ed.). Evaluating Educational Programs and Products. Englewood Cliffs, N. J.: Educational Technology Publications, 1974. 491 + xxi pp. $12.95.

This book is largely by and for people working on problems of program evaluation at educational R & D institutions. It is a much needed publication because the field of evaluation will clearly not improve until people engaged in that activity share both their processes and products in a way that allows others to constructively criticize their efforts. Insofar as various chapters actually deal with the specifics of what goes on at R & D institutions in the name of evaluation and what has been learned from this work, the book makes an important contribution. Only occasionally does it depart into that fantasyland that often characterizes writings in evaluation, where authors present elaborate recipes for how others should conduct evaluations. In general, the editor has done a good job building a cohesive book out of the contributions of twenty-nine authors. Good connecting sections provide overviews for the three major parts of the book. Since there are chapters that would be of interest to others besides evaluators (for example, school administrators, curriculum specialists, research methodologists, and even people generally interested in education), a reader's guide is included to suggest chapters for particular audiences. There is indeed something here for each of these audiences, but the group for whom the book is intended, and for whom its reading is a must, includes those who are working in educational evaluation. The book begins with a prologue by Michael Scriven in which he summarizes his now familiar standards for the evaluation of educational programs and products. His product evaluation checklist consists of thirteen necessary conditions for a complete evaluation. This list is, of course, an idealized one that all evaluation activities should aspire to but which none, at least so far, can claim to have achieved.