The article presents a multi-faceted theory of "ideal high school student" traits. The trait system, as defined by several theories, is a translation of the teachers' belief system into educational objectives. The study focused on Bloom's taxonomies and the structural validity of its principles, using Similarity Structure Analysis. Aware of the…

In recent years there has been an increasing international interest in fine-grained diagnostic inferences on multiple skills for formative purposes. A successful provision of such inferences that support meaningful instructional decision-making requires (a) careful diagnostic assessment design coupled with (b) empirical support for the structure…

Articulates a framework that can place the Outcomes Based Education movement in a historical context and by so doing advance its discourse on assessment. Reviews the development and structure of the Taxonomy of Educational Objectives (B. Bloom et al., 1956) and the structure of Student Outcome Statements in Western Australia and explores the…

A scheme is introduced for classifying assessment methods by using a mapping sentence and examples of three tasks from research methodology are provided along with their profiles (structures) based on the mapping sentence. An instrument to determine student assessment preferences is presented and explored. (SLD)

The Center for Research on Educational Accountability and Teacher Evaluation (CREATE) completed a meta-evaluation of school evaluation models in 1992. The procedures, categories, standards, and criteria of this study, which reviewed 51 models, are described. The results of the study, which reflect broadened dimensions of school evaluation, are…

The criticisms of the reading literacy study conducted by the International Association for the Evaluation of Educational Achievement (IEA) are addressed. It is argued that the IEA literacy survey met requirements for valid international comparisons, and that its rank order of nations is fair. (SLD)

For five years, from 1995 until 2000, a group of eight educators and researchers met twice annually in Syracuse, NY, for the purpose of revising Bloom's Taxonomy. Based in part on the structure of educational objectives, in part on advances in cognitive psychology, and in part on numerous other attempts to classify educational objectives that were…

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)

Facet design and smallest space analysis were used to study teaching behaviors. From a questionnaire administered to 2,000 high school students, a set of 25 structuples were selected which repeatedly described teachers' instructional behavior. Results supported the usefulness of this approach. (GDC)

Use of Bloom's Taxonomy of Educational Objectives (TEO) (B. S. Bloom, 1956) in Turkey is reviewed, highlighting curriculum development, teaching and teacher education, and measurement and evaluation of learning. Developments in TEO use in the United States are followed in Turkey with a gap of 5 to 10 years. (SLD)