This paper outlines an approach to improving learning and teaching that combines two strong research bases: The research on formative assessment or assessment for learning provides information about what to change; research on teacher learning communities guides decisions about how to change. In this paper we describe the content and process for…

Background Context: In most immigrant-receiving societies, an important question, both for researchers and policy makers, has been the weighing of the relative efficiency of different formulas in the learning of the host language by immigrant students, especially the potential impact of specific services on social integration and the role of…

Examined the refined Student Motivation Scale applied to a sample of 2,561 Australian high school students. The scale measures six motivation boosters and four motivation guzzlers. Analysis of data revealed, in addition to specific findings regarding student motivation, a strong factor structure comprising reliable factors. (EV)

Provides perspective on the increasing involvement of young people in community evaluation research, identifies participation patterns and evaluation roles of young people, and draws conclusions from empirically based practice. (SLD)

Found, based on data from 28 states, that there is scant evidence to support the proposition that high-stakes tests, including high-stakes high school graduation exams, increase student achievement. Also found that adoption of high-stakes testing policies leads to increased dropout rates, decreased graduation rates, and higher rates of younger…

Describes a research project sponsored by the University of Plymouth Student Centered Learning Initiative designed to gather an in-depth view of self-, peer, and tutor (triadic) assessment. Discusses how, depending on chosen perspectives, triadic assessment possesses both strengths and weaknesses. (EV)

Progress in evaluation of dispute mediation efforts and results of a survey of directors of 95 mediation programs in 25 states are discussed. Thirty-nine directors provided their evaluation instruments. Results provide insights into purposes/contents of evaluations, compliance rates, satisfaction with mediators, mediator effectiveness, and…

Valuation shows promise as a disciplinary core of social science evaluation research. Previous attempts by those involved in social science to define evaluation by method and/or process have failed. It is argued that the fallacies of the dichotomizing fact and value confusing ethical neutrality with objectivity must be avoided. (TJH)

Compares auditing with evaluation research in terms of foci, independence, quality control, and professionalism of program evaluation practitioners. Indicates that if policymakers do not consider what they expect from evaluations and incorporate expectations into requests for evaluations, practitioners will make the decisions for them. (JOW)

Discusses the difficulties of program evaluation. Notes that very few projects in at-risk education have been formally evaluated. (DM)

Describes three assumptions regarding treatment utility of assessment not supported by objective data: aptitude-treatment interactions do not provide valid basis for treatment selection; individualized assessment is better than nonindividualized assessment; and assessment improves consultation treatment. Proposes agenda to provide an objective,…

Describes the evolution and testing of an "attributes checklist" tool for assisting counselor development. These attributes relate to characteristics of case notes that indicate evidence of counselor reflection and consideration of the counseling process. (Author/GCP)

Respondents' Bem Sex-Role Inventory (BSRI) classifications may differ considerably on the basis of the form and scoring method used. The BSRI was reexamined with respect to past and present relevance. (Contains 62 references and 3 tables.) (Author)

Reviews the conclusions about student ratings of teacher effectiveness on which most experts agree, cites some of the main sources of support for these conclusions, and discusses some dissenting opinions and the research support for those opinions. (EV)

Examines student ratings of teacher effectiveness within a new framework that emphasizes six distinct aspects of validity: content, substantive, structural, generalizability, external, and consequential. Concludes that greater attention should be directed toward consequential validity, particularly how ratings are used on today's campuses and what…