Lengthy inventories could be compiled of ways to continue one's education after completing high school. But post-secondary institutional diversity has not yet obviated the need for instruments of assessment and evaluation. (Editor)

An attempt is made here to summarize briefly some of the challenges facing curriculum evaluation and evaluators. Further, suggestions are made for policy decisions and directions that research and applications might take. (Author/CB)

Mentions likely benefits of writing behavioral objectives for English instruction and discusses the difficulties attendant upon writing them. (RD)

Article asks if educators have lost the feeling of personal involvement and accepted mechanistic procedures which will allow them to be measured and rated as to their effectiveness. (Author/ML)

The basic notion considered in this study was that if humanities and human relations courses make a difference in the attitudes and feelings developed by a group of students, then these attitudes and feelings should be measurable. (Author)

Statements from six major professional educational organizations describe their points of view about testing and measurement. The organizations include the National Education Association; American Association of School Administrators; National Association of Secondary School Principals; National School Boards Association; National Association of…

Discusses need for measuring the impact of career counseling in a more precise and meaningful way. Includes some of the issues raised by a survey of career counseling outcome research. Implications of these issues are presented in the form of a set of recommendations for researchers. (Author)

This paper covers three fundamental aspects of productivity analysis: concepts, measurement issues, and a brief consideration of causal forces. It also explores recent trends in partial labor productivity, building on terms and concepts introduced in the first part of this article. (CT)

The use of improvement scores to measure gain or growth in physical education presents serious problems, particularly in terms of units of measurement for the improvement scores. An exponential method is presented which converts increases of different sizes and from different starting points into comparable terms. (JMF)

Fear of success and failure scales were administered. Scores were intercorrelated. Results indicated fear of success is not unidimensional. Measures of fear of success and fear of failure were highly related. Stable orthogonal factors were obtained: fear of success, test anxiety, sex-role-related attitudes, neurotic insecurity, and the value of…

Self v ideal-self measures were defined on Adjective Check List. Overall congruence was indexed by phi coefficient for items and by sum of absolute differences on scores for 24 scales. Results indicate that internal components of self-ideal congruence have differential implications that overall measures fail to detect. (Author/BEF)

Problems with the ideological framework of the idea of accountability are discussed in terms of how "technological consciousness" requires that all elements be considered as reducible to objective measurable performance criteria, and that nonmeasurables be considered as "not real." (JMF)

Critiques two central issues of measurement as applied to the evaluation of student progress in cooperative education: reliability and validity. Urges the synthesis of measurement and professional judgment in all phases of the evaluation process. (SK)