A model was developed to find out whether teachers can predict the success of their students on a specific test. Implications for curriculum development and changes in classroom instruction are discussed. (RB)

A formative evaluation model was used to evaluate a physics curriculum for technical vocational high schools. The evaluation focused upon the curriculum materials; the student in the classroom, in small groups, and as an individual; students' conceptual frameworks; and students' ability to cope. (GDC)

Parameters are presented for evaluating the extent to which the teacher has been taken into account in the writing of new curricula. Nine categories are developed to aid in determining whether the teacher is perceived as a promoter of or an obstacle to change. (SLD)

Changes in Scotland's curriculum have led to changes in student testing. A system of grade-related criteria has been developed--descriptions of expected performance in key aspects of a subject at different grade levels. (GDC)

Although "quality of education" issues are currently popular in educational evaluation, the author argues for an empirically resolvable evaluation paradigm: Given the target population, program goals, and boundary conditions, how do educational treatments compare in terms of learning effects? Agreement on pre-set specifications and the…