For instructional materials to be certified as "effective," students must meet instructional objectives operationalized by criterion tests. By implication, evaluators must agree when criteria are or are not met. Fourteen instructors evaluated 10 posterior bridges. Interjudge agreements for total bridges and individual attributes were low, as they…

There are four phases to the Deerfield High School (Chicago, Illinois) sex-fair performance evaluation system: (1) a point system allowing students to control 50 percent of their grades through participation and attendance; (2) an ongoing evaluation procedure concerned with determining the contributions of various units of instruction (all…

Marked Wechsler Intelligence Scale for Children--Revised (WISC-R) verbal-performance discrepancy commonly leads to the assumption that such children have brain pathology or cognitive disorders. Children without brain dysfunction may also exhibit wide discrepancy, but a discrepancy score of 30 is now assumed to occur in only 2% of the population.…

This study investigated Wechsler Adult Intelligence Scale-Revised (WAIS-R) profiles of deaf adolescents referred for academic difficulties. In addition, differences between referral deaf students and non-referral deaf peers were explored. The sample consisted of 28 severely-to-profoundly hearing impaired students enrolled in the School of…

This speech presents instructional evaluation techniques currently used in Belleville, Illinois. These are based on two criteria: (1) community opinion, and (2) performance level of students. To discover community opinions, needs, priorities, and levels of support, questionnaires are distributed, presenting a series of curricular goals and…

Academic and behavioral assessment of learning disabled students (ages 3-11 years) at the Greene County Learning Center (Xenia, OH) is comprised of three tests (Woodcock Reading Mastery Tests, the Peabody Individual Achievement Test, and Group Learning Skills Tests) and teacher observation. An individualized educational program is determined based…

Preplanning to insure sex-fair evaluation of student performance in physical education should include: (1) establishment of instructional and performance objectives for each activity; (2) development of performance standards which take into account ability levels and documented biological differences between the sexes; and (3) a well-defined…

Results of a study conducted to develop and validate an instrument for objective and continuous assessment of student performance in the physics laboratory are reported. Two modes of teacher assessment of student performance were compared: (1) video-tape recording of two students performing experiments; and (2) an instrument for continuous,…

Psychomotor, or physical education skills, can be tested through the use of various measures which employ one or more sport-specific objective measures, such as norm- or criterion-referenced tests, or subjective measures, such as teacher ratings or student self-rating. Norm-referenced tests embody standards which are set relatively for the purpose…

The assessment of secondary school students' learning which results from experienced-based public school programs is associated with three types of problems: (1) psychological--educational practitioners may fear the evaluation process; (2) conceptual--including unclear requirements for student outcomes, lack of appropriate strategies for achieving…

This report describes four components of an instructional management program that was implemented by a large public school system in Jackson, Mississippi, in 1981. The four program components are the following: (1) A districtwide uniform curriculum; a districtwide standardized criterion referenced testing program; a performance-based student…