Provides guidelines that may be used by supervisors as a checklist to assist them in conducting evaluation procedures that show proper concern and understanding for the needs of the classroom teacher. (Author/IRT)

The author responds to a critique of his article "Secondary Economics Textbooks and Ideological Bias" (Theory and Research in Social Education, Spr 1983). Contention points include the question of consensus in economics education, the concern that texts lead students to conclusions about free enterprise, and a framework for evaluating bias. (RM)

In a humorous question-response fashion, the author discusses issues related to the assessment of learning disabled adolescents, including involving students in conferences, conducting language tests, solving testing problems in rural districts, and involving parents in the assessment process. (CL)

Art programs suffer from public misunderstanding and a general undervaluing of their content. This article presents new approaches to evaluating student art, particularly that afforded by the College Board's Advanced Placement Program in Studio Art, the Presidential Scholars in the Arts Program, and the National Arts Awards Program. (WD)

Maintains that scholastic press associations must listen to their advisers, students, and judges to make sure the evaluation service is meeting needs. (SR)

Offers four strategies to press association directors on how to structure an evaluation service. (SR)

Maintains that all staff--not just editors and advisers--should read and learn from judges' critiques of their publication. Describes a process for doing so. (SR)

Discusses the validity of evaluation procedures in this first of a series of four articles about critiquing publications. (AEA)

Points out that evaluating social studies teachers requires evaluating both curriculum and instruction. Elaborates by saying social studies is such a diverse subject area that to teach it effectively, varied teaching styles must be employed. Examples of these styles include the teacher as storyteller, problem solver, scholar, and moralist. (BR)

Trustees evaluating their private school should know the school and its staff. They can use objective evaluation methods, such as standardized test results or college placement of graduates, but they should also incorporate the opinions of recent graduates and the community and utilize staff presentations to the board. (RW)

Discusses materials for middle grade and high school learners. Explains useful resources for teaching struggling writers. Details a publishing tool, a reading comprehension assessment, and a Scholastic Assessment Tests (SAT) preparation text. (PM)

Discusses the special qualities of Quill and Scroll Society's evaluation service for student newspapers, which includes requiring advisers and staffs to analyze their own publications. (SR)

Presents a conceptual framework intended to indicate the need to consider curriculum implementation, staff development, and evaluation as integrally linked in the curriculum change process and to reinforce the idea of involving teachers meaningfully. (RS)

Points out the difficulty in judging a student's writing ability on the basis of one piece of writing. Suggests alternative evaluation procedures. (EL)

Reviews work of philosophers, educators and sociologists who have examined critical thinking as central to the learning process. Suggests three strategies to improve the sociology teacher's capacity to assess critical thinking: a survey of existing instruments, development of analytic tools to assess existing test items, and teacher-developed…