Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article "Chemistry inside an epistemological community box!--Discursive exclusions and inclusions in the…

The National Assessment of Educational Progress (NAEP) rightly calls itself the Nation's Report Card. As the gold standard of educational assessment, it offers a picture of what U.S. students know and can do in a subject. There have been NAEP Geography assessments in 1994, 2001, and 2010. The next assessment is planned for 2014. Before reacting to…

Every two years the National Assessment of Educational Progress (NAEP), "the Nation's Report Card," reports the nation's average reading and math scores in grades 4 and 8. Despite the strong focus on reading under the 2001 No Child Left Behind law, the recent 2009 reading scores were not statistically different from those of 2007, which…

In May 2008, the National Assessment Program--Literary and Numeracy (NAPLAN) conducted nation-wide tests for reading, writing, language conventions, and numeracy. A national assessment program of this kind should provide the stimulus for macro-level (systemic) analytical studies and micro-level (individual school and/or class) analytical studies…

This transcript of a hearing held by the Subcommittee on Elementary, Secondary, and Vocational Education of the United States House of Representatives focuses on the findings of two surveys conducted by the National Assessment of Educational Progress (NAEP): the third national reading assessment and the third writing assessment. The transcript…

Three computer software packages from Krell, Borg-Warner, and Edu-ware are reviewed in terms of their improving users' vocabulary, verbal analogy, and mathematical skills in preparation for the SATs. Students benefitting most are those who know the subject but do poorly on tests. (MBR)

This article examines issues in teaching history to pupils with severe learning difficulties (SLD). It argues that use of statutory tests, inaccessible to many SLD pupils, restricts curriculum development; that history should start with material from the most recent past and work backwards; and that history must be made accessible without…

Presents Atlanta's Superintendent of Public Schools' views on national standards for foreign-language learning. He suggests that all educators promote national standards for foreign-language learning and assessment, despite the resistance they will meet. He states that all children can learn multiple languages, but they must start young, and that…

The following position papers on evaluation are presented: (1) "Curricular and Comprehensive Program Evaluation," by Ray Clifford; (2) Evaluation--Proficiency Goals, CBTE National Assessment: How Do They Interrelate?" by Randall L. Jones; and (3) "Priorities in Classroom Testing for the 1980s," by Alice C. Omaggio. The first paper describes an…

Argues against the development of national tests, standards, and curriculum. Proposes that standardized tests be replaced with assessment procedures that are compatible with a process-oriented curriculum. (MG)

The National Assessment Governing Board (NAGB) was created by Congress to formulate policy for the National Assessment of Educational Progress (NAEP). Among the Board's responsibilities are developing objectives and test specifications and designing the assessment methodology for NAEP. This document provides the framework to guide the development…

Argues that new resources are needed to help teachers prepare students for the new General Certificate in Secondary Education (GCSE) examination. Compares previous examinations with new examinations to illustrate the problem. Presents textbooks, workbooks, computer programs, and other curriculum materials to demonstrate the gap between resources…

Discusses decision making and politics in teacher education. In Papua New Guinea, poor command of the English language led to implementation of an intensive, controversial program in teacher education colleges. The article presents comments on teacher education, language, and competency testing in England, Wales, Brazil, Canada, and the United…

A historical mode of inquiry to inform public policy discussions on accountability and economic efficiency in the public schools is presented. "Payment of results," a method of accountability instituted in the English elementary education system during the last-half of the 19th century, which was based upon governmental grants dependent…

The National Assessment Governing Board (NAGB) was created by Congress to formulate policy for the National Assessment of Educational Progress (NAEP). Among the Board's responsibilities are developing objectives and test specifications and designing the assessment methodology for NAEP. This document provides the framework to guide the development…