Suggests that the demand for accountability is well taken provided that those who design programs and those who assess them are also held responsible. Theory and practice, including evaluation are to be reviewed in reciprocal relationship to each other. (Author/AM)

The nations put forward here are that assessment and forward planning are interdependent. Continuous assessment is an essential feature of informal education and it is the basis of day-to-day planning. A cumulative record of childrens growth throughout their school life is also needed. (Author/AM)

Asserts that a humanistically oriented school, at any level, must be committed to human values over and above narrower nationalistic ones because of the unique political human advanture that the U. S. represents; and that we must be clear about the nature of knowledge in order to deal with curriculum design and evaluation. (Author/JM)

Argues that, "If we are going to assess and evaluate creatively and in ways which reflect the organic complexity of the schools, we must begin to describe the methods of actual evaluation processes. We must move away from evaluations that exclusively concern professions and toward those that are the responsibility of persons at all levels."…

Argues that "we are moving toward the notion that the national policy-oriented evaluation may not ask a useful question--useful neither to the national policy-maker nor to the educator. On the other hand, the research question which seeks to understand the teaching/learning process (rather than to evaluate a program) may ultimately be the most…

Essay focuses on the concept of the urban university serving the needs of the metropolitan community in which it is located. Recommendations include emphasizing instructional activities, faculty concerns, student services, and community service in evaluating existing operational procedures and programs. (Author/SA)