I suggest skipping the Preface, Introduction and Chapter 1, as they use of the sort of jargon which Lucy Kellaway criticizes in her BBC broadcasts. At Chapter 2 "Focusing the Evaluation", it appears a different author took over and the book gets much more readable.
The chapter starts out with useful points: ideally the evaluation of a course should be planned while the course is being designed and it has to fit into the organization schedule. So it is not a good idea to be taking teachers away from their desks to ask them questions, when they are busy marking. Similarly it is not a good idea to ask students about satisfaction with a course when they are cramming for the examination.
Martineau & Hannum suggest these steps:
- Identify stakeholders
- Define purpose
- Determine resources
- Establish the desired impact and timing (they had impact and timing as two steps but I see them as the one)
- Surface expectations
- Determine evaluation questions
The chapter then goes into details, providing worksheet and examples. The one part I had difficulty with was "Surface expectations". After reading the detailed description I was still not sure what these are. They appear to be assumed impacts: that is results of the course which are not formally expressed because they are considered so obvious they need not be stated. A web search for the term "surface expectations" suggests it refers to how smooth a concrete slab should be, but I don't think that is the meaning intended here. ;-)
The chapter then goes on to sampling and data-collection methods and planning for use of results. At this point the chapter started to get interesting, but then ended. Hopefully there is more of the same in chapter 3.