Concludes that defining "gifted" is a delicate and complicated activity, made more so by the fact that there is no theoretically based definition that will fit all programs and circumstances. (FL)

Discusses the actual evaluation procedures of magnet schools from several standpoints, including evaluation methodology, using actual evaluations, and new evaluation research areas. (SR)

Details a method of evaluating principals, explains why evaluation is important, and discusses who should conduct the evaluation. (FL)

Presented is an effective, nonthreatening way to provide feedback to supervising teachers. It involves an exercise called "Butterflies (ways supervising teachers helped) and Bugs (behaviors of supervising teachers which were detrimental or unprofessional)." (KC)

Discusses using portfolios to evaluate and improve teacher performance. (SR)

Argues that reading assessment must be reexamined and should focus on students' ability to apply learning strategies across content areas. Proposes a new method of assessment using observational and performance-based measures, process assessments, and content/course specific instruments. (HB)

Critically examines the commonly used scoring criteria for cloze tests and presents a new semantically consistent scoring system. (FL)

Suggests that there is a need to change the traditional evaluative process that treats teachers as supervised workers rather than collegial professionals. Examines the process, purpose, effectiveness, financial implications, and the future of peer review programs. Explains the process, purpose, and benefits of the program Peer Assistance and…

Examines the testing culture and the assessment culture in the context of calls for large-scale, national tests and from an anthropological model. Depicts the roles, rules, and rituals of each culture. Suggests that the cultural roles, rules, and rituals for the 21st century demand a culture of assessment rather than a culture of testing. (RS)

Discusses competency-based education programs and offers evaluation criteria for measuring the effectiveness of such programs. (FL)

Discusses America's fascination with measuring education. Discusses the advantages and disadvantages of a single composite indicator, akin to the Dow Jones Index, to measure educational productivity. Describes progress in the California State Education Department in developing a composite index to measure student performance. (SR)

Presents a 10-statement true-false "test" on the effects of teachers upon student achievement and explains why each statement is false. (FL)

Discusses the six goals and some of the ramifications of the "Standards for the Assessment of Reading and Writing," developed by the National Council of Teachers of English and the International Reading Association Joint Task Force on Assessment. (RS)

Describes how and why the author teaches students to evaluate the purpose, content and functionality of web pages. Includes a one-page web page evaluation sheet. (SR)

Describes a study that was conducted to determine the effectivenss of training teacher evaluators in lesson plan analysis, classroom observation techniques, and supervisory conference skills. (HOD)