Computer-assisted assessment (CAA) is problematic when it comes to fostering creativity, because in educational thinking the essence of creativity is not finding the correct answer but generating novelty. The idea of "functional" creativity provides rubrics that can serve as the basis for forms of CAA leading to either formative or…

Susan M. Fulgham and Michael F. Shaughnessy, Contributing Editors for this journal, present their interview with Marcia C. Linn, Professor of Development and Cognition, specializing in education in mathematics, science, and technology, in the Graduate School of Education at the University of California, Berkeley. Linn is currently investigating…

This article describes the role of the headteacher (or principal) in successful implementation of ICT in schools. It highlights the importance of the headteacher to understand and lead the change process, and having a clear and shared ICT strategic plan. The article also explores the major factor of ICT progress, the continuous professional…

Discusses a learner-centered evaluation model designed to provide feedback on instructional products in the context of learner needs, expectations, and experiences. (RAO)

A look at the accumulation of generalizations about evaluation of instructional television and what information can be expected from those evaluations currently being carried out. (HB)

Presents guidelines for the evaluation of instructional materials beginning with the first phases of development and continuing until they are finally replaced. (JY)

Guidelines are provided for evaluation during four stages of curriculum development: evaluating the feasibility of a project, evaluation during formative design and development, summative evaluation during curriculum transitions, and maintenance evaluation of curriculum change. (RAO)

The guidelines suggested in this article have evolved from the development of nationally distributed instructional systems over the past seven years at SWRL, a National Institute of Education-sponsored educational research and development laboratory. (Author)

Reviews a number of models, paradigms, designs, techniques, and procedures for the evaluation of instructional materials. (RAO)

Describes a new method designed to identify defects in existing instructional programs so that ineffective parts may be repaired, and poor programs may be replaced with better ones. Four references are listed. (MER)

This analysis of the evaluation literature on interactive video describes nature of the evaluations, reviews information on the effectiveness of interactive video, and discusses what the evaluations offer for improvement of interactive video design and use. Implications of these evaluations for the conduct of future studies are noted. (MBR)

Discusses the distinctions between formative and summative evaluation as they apply to instructional products (materials) and people (learners). Various terms for these four types of evaluation are mentioned, and their characteristics are described through examples from both educational and corporate instructional settings. (11 references)…

Discusses total quality management as a holistic model of improvement for education which can be integrated with other school restructuring models. Elements of the model are explained, including administrative support, needs assessments, quality specifications, strategic planning, and progress assessments, both formative and summative; and three…