Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large-scale testing across several grade levels and subjects, and also have the common expectation that the results data will be used to improve instruction…

A second-order factor analytic model of conceptual, instrumental, and symbolic use of evaluation information was developed and tested with 308 British Columbia school teachers. Results confirm a three-factor structure of conceptual, instrumental, and symbolic use. (SLD)

Accreditation in British Columbia's schools has evolved into a complex process. Using an expanded model of accountability, this article analyzes the British Columbia accreditation process, focusing primarily on the difficulty of serving both system and local audiences and the nature of the accreditation manual. (SLD)

Developed a needs-assessment model and validated the model with five groups of stakeholders connected with an undergraduate university nursing program in Canada. Used focus groups, questionnaires, a hermeneutic approach, and the magnitude-estimation scaling model to validate the model. Results show that respondents must define need to clarify the…

A model for evaluation of complex educational settings is proposed. The model covers measurement, judgment, and decision making and the related criteria of reliability, validity, and utility. A second proposed model depicts the provincial educational setting. The development of a provincial item bank illustrates the application of the models. (TJH)

This summary report presents methodologies, results, and conclusions of a two-year evaluation model implemented by an Alberta, Canada, rural school district to provide information for administrative and public decision making. An introductory chapter enumerates district goals for students and the model's objectives. Chapter 2 outlines how survey…