This excerpt from the opening plenary asks evaluators to consider two questions regarding learning and evaluation: (a) How do evaluators know if, how, when, and what people are learning during an evaluation? and (b) In what ways can evaluation be a learning experience? To answer the first question, evaluators can apply the commonplaces of…

Comments on the decision of the Parliament of Europe to stress foreign language teaching in the member countries, and on the Council of Europe's efforts in curriculum planning ("threshold" and "waystage" level). Sees many problems appearing in the individual countries in forming teaching plans for their school systems. (IFS/WGA)

Presents elementary school teachers with four simple questions for starting a year-long evaluation program. (CM)

Most standardized achievement tests do not provide much information that can be used in improving an educational program. Teachers and other program developers need to know what kinds of program objectives are being learned and by what kinds of students and what kinds are not being learned and by whom. Information of this sort furnishes a basis…

Eight issues in planning and implementing outcomes-focused assessment are presented including: multiple measures are more desirable than a single standardized examination, faculty involvement is essential, performance-based funding should be derived from additional resources, etc. (Author/MLW)

Claims literacy expectations need to be examined and interpreted by teacher-researchers at the local level in order to make sense of National Assessment of Educational Progress (NAEP) results, suggesting this information will provide a factual base from which to plan programs. (NH)

Analyzes the final report of the President's Commission on Foreign Languages and International Studies, pointing out that the main thrust of its recommendations and proposals for funding is toward development of international studies with or without a foreign language component. Views this as a potential threat to foreign language programs. (MES)

Colleges of education need to take an active leadership role in developing programs for education professionals serving in broad areas of community life. Recommendations are made for designing programs for future educators working in a nonschool setting. (JD)

The danger of using student performance as a basis for budgeting and program accountability is that it promises accountability through simple measurement of complex realities, with qualitative measures overwhelming less precise qualitative measures. (MSE)

This paper lists practices recommended by the Council for Exceptional Children's Division for Early Childhood concerning work with infants and young children who are gifted, in early intervention and early childhood special education programs. An introductory section discusses the benefits of early intervention with gifted children and notes the…

Successful outcomes assessment programs have many common characteristics. Institutional researchers should examine these signs of success and use them as guides for developing their own campus programs. (Author/MSE)

This report reviews the outcomes of a forum convened to examine policy and practice issues surrounding the annual evaluation of effectiveness of programs and services for students with disabilities. At the forum, alternative approaches being used by states to implement program evaluation were discussed, along with issues in gathering…

This paper lists practices recommended by the Council for Exceptional Children's Division for Early Childhood concerning the process of transition in early intervention and early childhood special education programs for infants and young children with special needs and their families. An introductory section defines transition, offers examples of…

This paper lists practices recommended by the Council for Exceptional Children's Division for Early Childhood concerning program evaluation in early intervention and early childhood special education programs for infants and young children with special needs and their families. An introductory section notes the guiding assumptions upon which the…

Provides background information on the McGaw report, which addresses literacy assessment in secondary education. Presents the Western Australian Education Department's view of literacy. Describes the guidelines and assessment procedures in the Department's investigation of the McGaw report's implications. Discusses the 1986 school trials that…