This monograph has grown out of a series of discussions and a six-month period of reading and reflecting on the literature which were initiated by Fritz Mosher's suggestions to the National Assessment of Educational Progress (NAEP) to examine the "standards" question. Conversations with Mosher himself and the staff of NAEP have been most…

Like any component in a system, the use of criterion-referenced tests is a function of a larger context, of the contingencies in the system to which it belongs. Accordingly, the usefulness of criterion-referenced tests is determined by the consequences of the feedback from such tests. (Author)

Combining period objectives and base evaluations creates an environment of continuing education in a well-functioning college. Specific and measurable attainment can be documented under the heading of "Period Objectives" including: preparation and publication of articles, performance of research projects, and presentation of scholarly papers. (MLW)

Speech presented at the 54th annual NASSP Convention. (EJS)

Conditions under which measurement-driven instruction might produce its expected results are discussed, with reference to test stakes, performance standards, and the nature of content assessment. Under some conditions, instruction driven by measurement may corrupt the measurement process. (SLD)

Examines the value of the Public Library Association Planning Process and Output Measures. It is concluded that the planning process is wasteful, in that it ignores existing literature and addresses conditions that libraries cannot change. It is also argued that adoption of the output measures would be dangerous, as it involves serious egalitarian…

Statewide testing programs, such as Utah's, provide a rich source of performance data. This paper builds on the work of Klitgaard (1974) and identifies educational objectives and corresponding measures by which educators can more fully describe the performance of their school system, utilizing statewide testing data. Methodology involved…

The Kentucky Education Reform Act established learning standards that were higher than those of previous educational systems. The main gauge for assessing how well students measure up to these standards is a statewide system that evaluates what students know and can do. In 1991, the Kentucky State Board for Elementary and Secondary Education…

What difference are we making? How do we know? How can we show it? These questions about program performance are asked by adult literacy and English for Speakers of Other Languages (ESOL) teachers, program administrators, and funders. This guide is designed to be used by local adult education programs to facilitate a systematic inquiry process…