Contrast the interests of college students and faculty in creating plans for an evaluation of general education requirements in an arts and science college.
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Q24: Focusing solely on the stated goals of
Q25: Unexamined values held by an evaluator might
Q26: Detecting negative side effects of programs
A) are
Q27: Statistical Type I and Type II errors
A)
Q28: Type II errors -----
A) can be harmful
Q29: Practicing evaluators report that the most common
Q31: How should an evaluator respond to a
Q32: Why are Type II errors particularly likely
Q33: Outline the most important ethical principles for
Q34: How might one present the idea of
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