Some examples of the conflict between the child-centered educational approach and the development of objectives-based programs are drawn from experiences in Ontario (Canada) concerning student achievement assessment. Educational implications of these two conflicting models are considered, highlighting weaknesses of the child-centered approach.…

Most educational objectives can be classified as either mastery or developmental. For mastery objectives, teachers can develop satisfactory assessment instruments relatively easily and can describe student achievement as "can do" or "can't do." For developmental objectives, there are a number of evaluation methods, and student progress varies in…

The term "value added" refers to the assessment of the amount of learning that takes place during the college years. Two experiments, Value Added I and Value Added II, attempted to measure college students' attainment of eight liberal education objectives: (1) writing ability; (2) analytical ability; (3) sensitivity to ethics, morals,…