This article describes a step-by-step procedure to differentiate instruction through tiered lessons. (Contains 3 figures.)

Classroom assessment information should be the basis for important classroom processes and outcomes: students' study and work patterns, students' understanding of what they are learning, and teachers' instructional and grading decisions. Attention to principles of assessment quality, especially validity and reliability, increases confidence in the…

Problem-based service-learning projects are complex and ambiguous learning environments. New thinking about assessment must occur to be able to assist the learning from this type of project. (Contains 1 table.)

The QIAT Self-Evaluation Matrices (QILT, 2001) were developed in response to formative evaluation data indicating a need for a model that could assist in the application of the Quality Indicators for Assistive Technology Services in Schools (Zabala, et al, 2000). The QIAT Matrices are based on the idea that change does not happen immediately, but…

Focus group research is an effective way for school nurses to gain knowledge about a diverse range of issues that children in schools may face. It is a means to gather information about perceptions, feelings, points of view, and manners of thinking from a group of individuals about a specific topic. This article overviews focus groups as a…

To effectively differentiate instruction, a teacher needs to: (1) collect information about students; (2) manage all the data; (3) plan instruction based on the students' readiness level, interests, and/or learning profile; and (4) communicate with students, other teachers, and parents. Formative assessment is a key component of differentiated…

The rapid growth of the Internet and intranets supports the infrastructure necessary for computer-based testing (CBT). The parallel growth of sophisticated computer programming and powerful computers offers new possibilities in testing, such as Computerized Adaptive Testing (CAT), where the responses of the subject dictate the nature of the test…

Ever since Scriven (1967) and Bloom, Hastings, and Madaus (1971) articulated the distinction between summative and formative evaluation, "summative assessment" has referred to tests administered after learning is supposed to have occurred to determine whether it did. "Formative assessment", on the other hand, has been used to describe assessments…

Evaluation is a powerful stage of both the instructional design and the human performance technology models. Unfortunately, it is not often done at a level that will measure the impact of training or other performance improvement interventions on-the-job and its value to the organization. If done properly, systematic evaluation can provide the…

This acclaimed framework for successful teaching practice--a benchmark for thousands of school systems and educators around the world--is now fortified with new applications for state standards, formative assessments, and school specialists. Use the book's 22 components of successful teaching practice to support novice teachers who are concerned…

Distance education has become an important policy option for educational planners in developing countries. In the context of Nigeria, increasing population, growing national demand for education, dwindling financial resources, increasing fiscal constraints, and therefore narrowing of access to education led to the emergence of Open University in…

Now as Congress and the Bush administration consider the five-year reauthorization of the law, they have the opportunity to address some of NCLB's important problems of commission and omission. The goal of closing the huge achievement gap is laudable and must be addressed effectively. The NCLB seeks to develop and implement a new federal and state…

Claims are frequently made that practice should be based on evidence. However, the nature of what should count as "evidence" depends on purpose and context. In the case of curriculum development, decisions may rest on local and provisional evidence. This article takes an area of contemporary political interest--enhancing student…

This paper presents our experiences and the challenges identified in transforming traditional lecture-based modules at a university into problem-based blended learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a…

Recent trends in classroom evaluation seek innovative formative assessment intended to benefit learning, called assessment for learning (AFL), largely unresearched in the second language (L2) classroom (Rea-Dickins, 2004). This paper calls for taking L2 testing research to the next level, investigating the "usefulness" (Bachman & Palmer, 1996;…