The formative/summative evaluation dichotomy suggested by M. Scriven is challenged, and a conceptual typology is presented that crosses improvement and assessment evaluation functions with process and outcome program stages for four basic types of evaluation. This framework accommodates mixed types of evaluations. (SLD)

Desktop multimedia conferencing has important applications in supporting collaborative distance learning. This article presents analyses of learner needs in collaborative distance learning; the effectiveness of different conferencing environments, including desktop multimedia, in meeting learner needs for distributed collaboration; and a formative…

Describes specific formative assessment activities suitable for the mentor-preservice teacher relationship. Discusses informal and formal formative assessment, assessment sources, and vehicles for formative assessment. Argues that formative assessment is foundational throughout the teacher education process. (SR)

Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential…

Asserting a discrepancy between the stated aims and actual pedagogic processes of British universities, offers a solution to the problem of student assessment: Taras' (2001) version of student self-assessment which works within the theoretical framework of Sadler's (1989) theory of formative assessment and what is known about student learning. (EV)

Suggests some tested methods for superintendents to determine whether their administrators are truly practicing instructional leadership. Emphasizes the importance of visiting classrooms and attending inservice workshops at each school. Effective instructional leadership calls for getting others involved with improving overall performance. (MLH)

Discusses the need for system upgrades of automated library systems in order to support ongoing software releases; obtain new functional modules; satisfy new library requirements; conform to new industry standards; and utilize new technology. Guidelines are presented for deciding when to upgrade and implement changes in these areas. (11…

The evaluator's roles--change agent, manager, resource person, interpreter, and liaison between the project and the funding agency--are described, concerning the evaluation of innovative projects in education. Difficulties in obtaining desired commitments (i.e., a project's financial commitments and its positive attitude toward the evaluation…

Fourth-generation program evaluation is a collaborative, responsive approach that attaches great importance to the claims, concerns, and issues set forth by various stakeholders. This model stresses value pluralism and has several community-involvement phases: planning, data collection, results, final evaluation report, and follow-up. (20…

If evaluation is to communicate and promote student learning, it must be separated into formative and summative components. A grading policy that provides nonthreatening feedback (via observation of student work, group evaluation activities, classroom participation, homework, reports, discussions, and portfolios) can help students concentrate on…

Discussion of constructivism focuses on instructional systems design (ISD) and how it can help develop constructivist instruction. Highlights include ISD limitations; objectives and learning analysis, including Competency-Based Teacher Education and levels of learning; task analysis; and formative evaluation processes. (23 references) (LRW)

Examines the ideology and expectations of early screening for linguistic difficulties in young children, discusses effective intervention, and presents an alternative to screening: formative assessment. (SK)

Presents Big6 scoring guides which focus on the process of solving information problems as well as the final results, so that the guides are useful for both formative and summative assessment. Examples are given for elementary and secondary school projects, and a general template is also provided. (LRW)

Reciprocal, paired, qualitative, formative peer assessment of academic writing by 12 educational psychology postgraduate students was compared to staff assessments. Although there was very little evidence of conflict between views of staff and peers, assessments focused on different details. Students found the process time consuming,…

Examines the process of review as a method of formative evaluation of texts. Bases the description on three empirical studies of professional writing practices including the goals of review, the actors involved in the process, the moments in the text production process that review is taking place, and the procedures followed. (SG)