In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the…

Even though digital technologies are ubiquitous in education, assessment methods continue to employ traditional assessments even though they are inadequate to provide information about a student's reasoning and conceptual understanding. Digital-based assessment models allow students to demonstrate higher-order skills while integrating digital…

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and…

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview and survey…

Purpose: This policy brief, the second AERI-NEPC eBrief in the series "Understanding validity issues around the world", focuses on validity as it applies to test-based models of evaluation employed for schools, instructional programs, and teachers around the world. It discusses validity issues that could arise when data from student…

This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…

During the last decade, policy and public attention have focused increasingly on the out-of-school hours, and programs to fill this time have proliferated for children and youth. These programs serve varying purposes, including providing child care and a safe haven, improving academic performance, enhancing general youth development, allowing…

Teacher evaluation has emerged as a major focus for reform at the highest levels of education policymaking, and for good reason. Most evaluations are based on scant evidence of actual effectiveness, produce inflated ratings, and provide teachers with little useful feedback. This paper offers policymakers and practitioners important "lessons…

Guidelines for use in formative evaluation of gifted and talented programs focus on objectives, obstacles (such as using standardized tests to evaluate gifted programs), and models. Steps are listed for initiating, carrying out, and completing formative evaluation. (CL)

The program evaluation process at the University of Houston, involving self-studies by academic departments and review by outside evaluation teams, is described. The process considers educational goals and objectives, as well as the quality of students, faculty, and facilities. (PGD)

Reviewed is the development and evaluation of the instructional quality inventory (IQI), a systematic methodology for reviewing the three major products of the Instructional Systems Design process--objectives, test items, and instruction--before conducting student tryouts. The empirically based instructional design support system aids developers…

Defines self-formative evaluation as the formative evaluation of instructional materials conducted during the development of the product by its users or developers. Topics discussed include the results of a study that examined users' attitudes toward such evaluation, their ability to execute it, and the effects of training on that ability. (CLB)

Since the "National Science Education Standards" were published in 1996, it has become apparent that the standards did not provide sufficient guidance on the key topics needed for implementation. Assessment was identified as a topic requiring more detail and guidance, as well as scientific inquiry, technology in the science curriculum,…

The author describes an assessment model which applies a databased, criterion-referenced formative testing approach to define learning problems, determine teaching strategies, and evaluate progress in learning disabled students. Three case studies illustrate the procedures for implementing the approach. (SB)

This paper reports the use of multi-attribute utility analysis for evaluating the goals and services of a state vocational rehabilitation agency. Uses included: (1) identification and clarification of agency goals and services; (2) engagement of stakeholders in the determination of measurable attributes of these goals; and (3) use of…