A sample of educational evaluators was asked to design an outcomes-focused evaluation of a school program that aims to improve the academic achievement and self-esteem of students. Evaluators provided detailed descriptions of their evaluation design and methodology in their responses. These descriptions were coded and analyzed to determine the…

This paper is meant to highlight the occurrence of Simpson's Paradox when using aggregated data obtained from two IEA studies in Israel, while ignoring the effect of a powerful intervening variable in the local context--the ethnicity factor. It will demonstrate faulty conclusions regarding either the absence of relationships between a contextual…

In many European languages, the words "assessment" and "evaluation" are synonymous, but in English the two terms are used differently. Educational "assessment" is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families.…

This article reports findings obtained from a large-scale national study (299 schools; 2761 students) that examined academic achievements of immigrants in Israeli schools. It focused on two distinct groups of immigrant students--those from the former USSR and from Ethiopia, in two subject areas--mathematics and academic language (Hebrew), and in…

This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/post-test-design with the help of two standardised tests (N=816).…

This study investigates how different types of prior knowledge influence student achievement and how different assessment measures influence the observed effect of prior knowledge. We introduce a model of prior knowledge that distinguishes between different types of prior knowledge and uses different assessment measures to assess different types…

England and Wales have experienced a groundswell of dissatisfaction with traditional school examinations, and a corresponding enthusiasm for and interest in the development of alternative forms of assessment, variously called Profiles or Records of Achievement. Difficult issues must be addressed before such records can take the place of formal…

An evaluation study of PLON, a new Dutch physics curriculum emphasizing context learning and inquiry learning, is summarized. Data from nine PLON classes (n=154) and six control classes (n=144) were used to investigate cognitive achievement, affective and attitudinal outcomes, and the classroom learning environment. (BS)

Three questions guided an evaluation of sixth and eighth grade science enrichment activities: (1) Does a free choice interactive program affect cognitive abilities? (2) Do students in a free choice program make predictable selections of activities based on their age, sex, or ability level? and (3) Are specific student choices associated with…

To alter the predominance of secondary school enrollment in lower vocational education in the Rotterdam district, the Educational Social Environment Project has developed and introduced kindergarten and elementary school curriculum for socially deprived children. This article describes the project's summative evaluation design, variable…

Focusing on the pedagogy curriculum of teacher education colleges in Israel, this study examines the influences of various curriculum factors actually implemented in the classroom as compared with noncurriculum factors. Data from 269 education students affirms the positive contribution of curriculum factors. (SLD)

Approaches used to evaluate student progress depend on the educational philosophy involved, because each philosophy determines what learners should learn. Approaches reviewed include (1) the testing movement; (2) self-evaluation by students; (3) idealism and the evaluation process; (4) experimentation and evaluation; and (5) perennialism and…

Informal but frequent teacher evaluations of students' academic achievement are not standardized by official prescriptions dictating which reference system is to be used. Three reference norms used when evaluating achievement are: social, criterion-oriented, and individual reference norms. (PN)

A technique that can be used in the evaluation of program effectiveness focuses on differences between schools or programs at the item level rather than at the level of total test score. The technique was used to compare the results of norm and objective-reference mathematics achievement tests administered to Michigan fourth graders. (Author/JAC)

The British Columbia Learning Assessment Program is a province-wide program designed to aid in decision-making processes about curriculum revisions; preservice teacher education and in-service programs; resource allocations; and future research needs; and to inform various publics of educational attainment. The article provides an overview of the…