This article is a description of the process of constructing an assessment of written and oral language for pre-service teachers. This assessment was used prior to their formal admission into the teacher education programme. The rationale for this evaluation is presented along with the actual processes involved. Finally, comparisons are made…

This paper presents a framework that institutions of higher education can use to improve, revise and introduce comprehensive systems for the collection and dissemination of information on student learning outcomes. For faculty and institutional leaders grappling with the many issues and nuances inherent in assessing student learning, the framework…

This work compares the results of three assessment systems used in two Spanish universities (the "Universidad Politecnica de Madrid" and the "Universidad Catolica de Avila"): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous…

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half…

This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and…

This paper describes the impact of the Regents' Test, an examination which all Georgia college students must pass before they receive their diplomas. The examination is designed to assess writing ability; some of the factors evaluated are adequate paragraph development, logic, effective and varied sentence structure, and precise diction.…

A survey of 25 doctoral evaluation training programs at 8 universities was conducted to assess their use of comprehensive examinations in evaluation. (TJH)

A multi-variable curricular model is applied to a total baccalaureate curriculum revision. The objectives of the evaluation, methods, and sources are given. The model can be used to examine how much additional power in decision making was gained by each set of variables at the model. (Author)

Three types of student evaluation strategies used in Italy are described: (1) teacher's free comments; (2) standardized adjectives used as rating scales; and (3) numeric scores based on tests and other evaluation criteria. Implications of the third approach, which was implemented according to legislation in 1977, are discussed. (GDC)

Discusses the systematic assessment of student learning gains by means of pretest and posttest comparisons. This type of assessment is found to be a time consuming procedure but can be a valuable guide to teaching effectiveness when studied in conjunction with a questionnaire which provides feedback about students' opinions. (DB)

Discusses the causes and potential solutions to the problem of the ubiquity of testing that affects the learning environment, the curriculum, and the nature of the teacher-student relationship. Proposes utilizing multiple-choice tests with partial credit. (MDH)

Considers the need for and status of assessment literacy for teachers. The article examines whether teachers need to assess, whether there are preservice assessment courses, what assessment courses should teach, what topics are covered in other courses, what is happening with assessment in the schools, and what is needed. (SM)

This paper examines ways in which the teaching of critical thinking skills at the college level have been evaluated. It is noted that two problems exist in using validated tests for critical thinking: (1) intelligence tests do not address critical thinking in specific courses or fields of knowledge; and (2) validated tests are not designed to…

The Department of Measurement, Statistics, and Evaluation (EDMS) at the University of Maryland is working to develop Master's degree programs that are oriented around developing assessment professionals for work in applied settings. Two fundamentally different sets of experiences are being developed: (1) assessment development, administration, and…

Educators are called upon to improve the quality of classroom tests to enhance the learning of content. Less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appear to generate poor quality classroom…