The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…

In a climate of accountability, the development of "assessment literacy" among school professionals has become critical to school success. The provision of "assessment leadership" is viewed as the means by which such literacy can be enhanced. The writers examine the conditions under which student achievement gains can be…

Few states have overcome the political and practical obstacles to implementing a clear, feasible, comprehensive accountability system. The University of Washington's Center on Reinventing Public Education reviewed experiences from state accountability efforts. Workable accountability systems focus on results, clarify goals and roles, and…

The five articles of this theme issue focus on new developments in the evaluation of science education programs that have both substantive and theoretical implications for the field of evaluation. Past and current evaluation approaches are reviewed, and an overview is given of new assessments consistent with new curriculum developments. (SLD)

This collection provides a new perspective for understanding what assessment can do to promote continuous improvement in education. The concepts of systems thinking, continued learning, mental models, shared vision, and team building are highlighted in the selections, which include: (1) "A Systems Approach to Assessing School Culture"…

This discussion paper is intended to inform the further development of the National Research and Evaluation Strategy (NRES) by strengthening its focus on evaluation in Australian vocational education and training (VET). Chapter 1 discusses the implications for the role of evaluation that changes in VET have caused in the past decade. Chapter 2…

Lessons from the 18-year institutional experience of Alverno College in Milwaukee (Wisconsin) with assessment for the improvement and verification of student learning are summarized. Principles are described that should inform a national assessment system with the dual purposes of improvement and accountability by incorporating the following key…