Background: School feeding programs' evaluation requires the measurement of food insecurity, a more objective indicator, within school in low-income countries. The Global Child Nutrition Foundation (GCNF) uses subjective indicators to report school feeding coverage rates across many countries that participate in the global survey of school meal…

There is an identified and growing need for a levelled diagnostic basic facts assessment tool that provides teachers with formative information about students' mastery of a broad range of basic fact sets. The Individual Basic Facts Assessment tool has been iteratively and cumulatively developed, trialled, and refined with input from teachers and…

Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…

Development of adaptive tests used in K-12 settings requires the creation of stable measurement scales to measure the growth of individual students from one grade to the next, and to measure change in groups from one year to the next. Accountability systems like No Child Left Behind require stable measurement scales so that accountability has…

In this article, Structural communication grid (SCG), an alternative measurement and evaluation technique, has been firstly summarised and the design, development and implementation of a computer based SCG system have been introduced. The system is then tested on a sample of 154 participants consisting of candidate students, science teachers and…

Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…

This handbook is designed as a quick reference for first-year teachers who find themselves in an assessment driven environment with little experience to help make sense of the language, underlying philosophy, or organizational structure of the assessment system. The handbook begins with advice on developing and evaluating effective learning…

Developed a 33-item, situation-specific instrument that measures assertiveness of adolescents. Based on data from 682 elementary and secondary school students, adequate reliability and validity of the Assertiveness Scale for Adolescents (ASA) were obtained when tested against several variables about which predictions could be made. (BH)

As part of its school improvement effort, AEL, a regional education laboratory, developed the Continuous School Improvement Questionnaire (AEL CSIQ). Staff from the AEL Quest schools program drafted a 65-item questionnaire to help measure and assess the efforts of the project team in their work with the 18 schools in the Quest network. These items…

This publication offers suggestions to any teacher in the field of education. It is not intended to answer all questions regarding evaluation, but rather to serve as a springboard toward stimulating new ideas and encouraging teachers to experiment with new methods of evaluation. Three classifications are used to show the varied methods of…

Explains how tables of specifications (used in estabishing content validity) and item analysis (a modificatin of item difficulty) can readily be used by the classroom teacher to design well-balanced tests. (HOD)

Describes the test-development process used to create criterion-referenced tests in reading for a large city school district's system-wide testing program.

Critical issues addressed in the literature with regard to teacher evaluation, appraisal instruments, and their use are reviewed. The focus of the study is to provide ideas and suggestions on improving the evaluation process, something best achieved by matching the appropriate instrument with that which it purports to measure. (SLD)

For almost 20 years, the Portland public schools have maintained a testing program anchored in locally constructed tests. The district's newly developed tests are called goal-referenced tests, a version of criterion-referenced tests, that meet the district's purposes because they reflect what well-qualified teachers in the district believe should…

This article describes the development of a research-based teaching evaluation system including instrument development, content validation, and field testing. More than l,200 observations of teacher practice at all grades were made, and results support the instrument's value in teacher training, remediation, and evaluation. (Author/MT)