When teachers and students share the responsibility for learning, students become active agents in their own learning who respond to feedback, set learning goals, track their progress, and adapt their own learning strategies when needed. Formative assessment provides a clear path forward to this kind of teaching and learning experience, and site…

This resource is part of a series of reports about challenges facing statewide science assessments and innovative solutions states are enacting to meet those challenges. Deciding to implement a system of assessments is a critical step toward ensuring that all students are getting the high-quality science education they need--but it is also…

Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting leaders' learning and sense of accountability for instructional excellence and student performance. Principal evaluation also is an…

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing Kindergarten through Grade 2 Model Content Frameworks for English language arts (ELA)/literacy (K-2 Model Content Frameworks) to serve as a bridge between the Common Core State Standards…

State educational accountability models are in transition. Whether modifying the present accountability system to comply with existing state and federal requirements or anticipating new ones--such as the U.S. Department of Education's (ED) Race to the Top competition--recording the experiences of state education agencies (SEAs) that are currently…

The use of structural equation modelling in curriculum evaluation is discussed in two stages: first, a process model for curriculum evaluation from instructional theory is derived; second, the structural equation model derived from the process analysis and its applications to curriculum evaluation are described. (BW)

Reviews formative evaluation and presents a model for instructional material development and revision. The model can be used for curriculum development efforts and is designed to be helpful in a variety of instructional efforts. (CT)

This article looks at the limits of traditional assessment techniques and argues for dynamic assessment of students with disabilities. The critical features of five models of dynamic assessment are described. The limitations of dynamic assessment are considered, and guidelines are offered to further the use of this approach. (Author/DB)

This volume is the third in a projected six-volume series called "Agenda for Excellence at the Mid-Level." It describes a process that school administrators can use to conceptualize, plan, execute, and utilize the results of a school assessment, allowing them to take a snapshot of their school. It outlines a set of alternative procedures to be…

In an attempt to correct for limitations in the Program Evaluation and Review Technique-Critical Path Method (PERT-CPM), the Graphical Evaluation and Review Technique (GERT) has been developed. This management tool allows for evaluation during the facilities' development process. Two figures and two references are provided. (DCS)

This chapter discusses current methods of formative evaluation and suggests that these methods themselves need to be subjected to more critical research and evaluation in order to provide them with a more scientific base. Topics addressed include problems and methods associated with data gathering, evaluation designs, number of subjects available,…

An evaluation model was developed for an intervention project with mentally handicapped children and their parents involving speech therapists, a speech pathologist, and a psychologist. The model emphasizes transactional and formative approaches to qualitative evaluation, with the goal of increasing understanding of the processes underlying change…

The model presented forces us to view evaluation from two interdependent perspectives: conceptual and operational. Conceptual processes consist of planning, implementation, measurement, and decision making; operational processes consist of specifying, measuring and comparing objectives against a standard. (Available from: Grantsmanship Center,…

The handbook on progress evaluation was prepared for workshop participants. The Center for the Study of Evaluation (CSE) conducts a series of workshops for administrators and other evaluation team personnel. Specific exercises and activities are suggested using the five stage evaluation model. The phases are needs assessment, program planning,…

This document considers both self-examination and external evaluation of gifted and talented education programs. Principles of the self-examination process are offered, noting similarities to external evaluation models. Principles of self-evaluation efforts include the importance of maintaining a nonjudgmental orientation, soliciting views from…