A discussion of the theoretical underpinnings of pragmatic approaches to foreign language testing focuses on why methods emphasizing holistic approaches to language through sensible experience are more effective than bit-by-bit, discrete-point, surface-oriented approaches that tend to neglect meaning. (21 references) (Author/CB)

Describes and evaluates the Integrated Assessment System, an extensive and flexible language arts assessment system designed to help teachers assess reading and writing skills using genuine, process-oriented, holistic reading and writing tasks. (SR)

Claims that increasing numbers of reading educators are looking to recent advances in holistic writing assessment to explore new potentials for assessing reading comprehension. Reports on a research project exploring use of freewriting to assess reading comprehension; describes use of written retellings as a tool to support reading; and presents a…

Blended learning is an approach to instructional design that seeks to maximize learning potential by applying the most effective form of instruction for a given program element. The term "blended learning" should not refer to just the mixing of training delivery methods (as it is often defined) but to the orchestrated application and integration…

This newsletter contains 32 abstracts of approximately 1000 words each of papers presented at the 1988 conference of the National Testing Network in Writing. Abstracts, listed with their authors, include "Instructional Directions from Large Scale K-12 Writing Assessments" (C. Chew); "Portfolio Assessment across the Curriculum: Early Conflicts" (C.…

This paper reviews models of program evaluation. Major topics and issues found in the evaluation literature include quantitative versus qualitative approaches, identification and involvement of stakeholders, formulation of research questions, collection of data, analysis and interpretation of data, reporting of results, evaluation utilization, and…

This paper proposes a comprehensive approach to program evaluation and suggests employing a number of methods in evaluating a program. Exclusive allegiance to one school of thought and adoption of one particular technique leads to limited comprehension about programs, and hence their evaluations. If evaluation is viewed as a process by which…

This handbook on Classroom Applications of Writing Assessment represents the fourth and final entry in a series of interrelated publications on the assessment of writing proficiency prepared over the past year by the Clearinghouse for Applied Performance Testing (CAPT). This handbook was written to meet the needs of the classroom teacher who is…

Holistic evaluation is a reliable, valid, and cost-effective alternative to the usual mechanical assessment of writing. Writing samples are scored on a five-point scale against an overall impression of development, organization, and coherentness. The method was applied to the Communication Activities Skills Project (CASP) for grades 3-12. Writing…

Chronicles the development of holistic evaluation in English testing, defines the term and others associated with it, and suggests the central reasons for its use. Discusses some of the problems and disadvantages of this powerful and generally positive approach to student writing evaluation. (HTH)

Discusses the relationship between subjective evaluation and objective measures of ESL writing proficiency. Objective measures used in this study accounted for 84 percent of the variance of subjective grades assigned to a sample of compositions. Author suggests that training readers can be important to the reliability and the validity of the…

The history of direct writing assessment and scoring procedures in South Carolina are discussed. The South Carolina Basic Skills Assessment Program Writing Committee developed writing objectives for students. Holistic and analytic scoring procedures were used. Information on instructional improvement and student deficiencies was distributed to…

This paper explains the construction of a grading rubric that is designed to empower students with expectations of quality work. Teachers and students "negotiate" a mutually acceptable consensus. The contract process is based on the idea that when students feel they are valued participants in the assessment process, they become motivated to strive…

This handbook has been built around the experiences of teachers and cognitive psychologists working together in opera education to identify, design, and produce an effective approach to bring together the divergent approaches to assessment and evaluation, mandated testing, and authentic documentation of learning. The handbook is designed to…

Makes certain observations relating to the use of general-impression marking as a partial determinant of admission to tertiary educational institutions in Western Australia. (HOD)