Responds to Susan Brookhart's comments on the discussion of assessing complex performances by Delandshere and Petrosky. Notes that the article focused on the meaning and usefulness of scores or ratings in the context of the National Board for Professional Teaching Standards assessments. (SLD)

Investigates the diverse effects reactions to the results of the Third International Mathematics and Science Study (TIMSS) have had on mathematics curricula and teaching methods in 23 participating countries. The attention paid to TIMSS results varied greatly in these countries. (SLD)

Discusses the national option mathematics test developed by Dutch educators because of doubts that the Third International Mathematics and Science Study (TIMSS) mathematics test was appropriate for Dutch students. Discusses test results that indicate that the TIMSS was, in fact, appropriate for use in the Netherlands. (SLD)

The two articles in this special section, combined with two previous articles, discuss the use of portfolios in large-scale assessment. Ten years ago, there was great interest in portfolio assessment in state testing programs, but no large-scale program relies on portfolios at the present time. These articles continue to consider their uses. (SLD)

Describes a Chinese school where staff assumed students would succeed notwithstanding their learning problems. Suggests prudence in use of labels for students. Questions use of standardized tests as the primary measure of students' attainment of standards, and advocates increased use of classroom-based strategies. Ponders difficult questions that…

Examines three student accountability measures (standardized tests, performance-based assessment, and structural assessment) through two different theoretical perspectives: structural functionalism and feminist poststructuralism. Educators can use various kinds of assessments in ways that maintain the status quo or support equity and justice for…

Describes the many causes of pressure to change large-scale assessment in the United States and suggests that the largest factor facilitating change will be technological, especially the use of the Internet. The Internet will help revolutionize the business and substance of large-scale assessment. (SLD)

Presents an overview of the context and clinical principles of the use of developmental screening instruments (DSIs) to identify children with developmental disabilities that would not be recognized without their use. Offers guidelines for evaluating and using DSIs. Explains reasons for using DSIs in pediatric clinical settings and why they have…

A self-report, paper-and-pencil version of the Hamilton Depression Rating Scale, the Hamilton Depression Inventory, was developed and tested with 140 depressed adults, 99 adults with anxiety disorders, and 118 nonreferred adults. Overall, data support the reliability and validity of the new measure. (SLD)

Minnesota Multiphasic Personality Inventory (MMPI-2) validity scales were compared for 20 nonclinical participants, 18 subjects asked to fake injury, 18 head injury patients not seeking compensation, and 30 compensation-seeking head injury patients. Results suggest that MMPI-2 overreporting scales are sensitive to complaint fabrication and…

Critical issues addressed in the literature with regard to teacher evaluation, appraisal instruments, and their use are reviewed. The focus of the study is to provide ideas and suggestions on improving the evaluation process, something best achieved by matching the appropriate instrument with that which it purports to measure. (SLD)

Discusses the plaintiffs' arguments, the state's responses, and the specific findings in the context of major themes of "GI Forum v. Texas Education Agency," which found that the Texas graduation test was valid and reliable and met applicable professional standards, including motive and opportunity to learn. (SLD)

Draws seven conclusions for professionals who administer state assessment programs from the "GI Forum V. Texas Education Agency" ruling. These conclusions are grouped into observations about test development and observations about test use. Discusses some implications for test use in other states. (SLD)

Discusses the implications of the "GI Forum v. Texas Education Agency" (2000) decision supporting the use of the Texas Assessment of Academic Skills for other state assessment programs. Notes that the legal success of the state test in Texas was not due merely to good fortune, but to the test's adherence to legally defensible principles.…

Analyzes S. Bauer's article on the use of achievement tests to judge school quality to demonstrate the importance of logic, philosophy (especially conceptual analysis), and insights based on anecdotal evidence for educational research and policy making. Emphasizes the place for logical reasoning and anecdotal evidence in the empirical enterprise…