Winthrop University (South Carolina) has linked classroom research with program accountability in its Learning Research Project, which focuses on general education. The pilot and implementation phases of the project are described, noting problems, frustrations, and rewards in each. The experiment has convinced administration and faculty that…

A study investigated the effect of classroom assessment techniques (CATs) on both content and process of college students' learning. Instructors ask students to provide regular, anonymous feedback about their understanding of course material and the effectiveness of class structure. Comments of students in biology, business management, political…

This case study illustrates the contributions of continuous data monitoring to clinical decision making in the treatment of an adolescent with severe conduct problems. Use of a comprehensive point system that required monitoring and graphing and frequent review provided the client and parents with visual feedback of progress. An additional…

Responds to the debate on how evaluation processes can reward individual differences, and at the same time ensure quality-control across the board. A review is provided of types of evaluation and suggestions are offered for the development of successful, institutionally appropriate evaluation plans. (Author/VWL)

Explores the nature of formative assessment in a primary language learning context. The research is from nine inner city schools where an early years intervention project is being carried out to address problems of low levels of achievement in English, with specific reference to the language support of learners for whom English is an additional…

Studied attitudes of college faculty toward methods of formative evaluation of peers. Most of the faculty members participating, ranging from 10 to 82 at colleges in Iowa indicated that they would take part in classroom observation, videotaping, evaluation of course materials, and assessment of evaluation of the work of students as peer evaluation…

Examines the types of student learning outcomes that are useful in assessment for the purposes of accreditation. After identifying learning goals in the cognitive, behavioral, and affective domains, departments and programs should consider formative and summative assessment, the advantages of qualitative and quantitative data, and whether to…

Drawing on experience in the United States and United Kingdom, two educators discuss the practice of quality assessment in higher education. Distinguishing between formative and summative assessment, they identify characteristics that support quality learning, observing that practice falls short of these ideals and noting that it is risky for…

Introduces the process of developing an outcomes-assessment plan. Includes citations to functioning assessment plans. Explores testing, portfolios, capstone experiences, questionnaires, interviews, job placement, and classroom assessment. (DDR)

Reports on the design and formative assessment of a synchronous distance education demonstration project designed to bring experts to participants at their work locations through Internet technologies. Following evaluation results, a more robust model was designed to increase interactivity before, during, and after the live-broadcast training…

Developed and performed a formative evaluation of a computer assisted tutoring program to help students experiencing problems learning to read. Initial findings with 12 tutors and 25 first and second graders provide support for developing a program designed with "just in time" support for tutors and interactive activities for tutees based on…

This study compared the effects of four electronic portfolio curricula on pre-service and beginning teachers' self-ratings of their professional development (n =207), using a 34 item electronic Portfolio Assessment Scale (ePAS). Three formative portfolios, A, C and D, had teacher development as a primary objective and used participants' narrative…

Policymakers often complain that teacher education programs do not have to answer for the quality of their graduates. Over the past five years, as a result of new accreditation rules, hundreds of those institutions have been quietly revamping how they collect and use data about their students. This article reports on the use of performance…

This article examines whether an analysis of student answers to a standards-based, summative examination can be used to improve a teacher's instruction. The author, who is a chemistry teacher at Saratoga Springs High School, analyzed both the multiple-choice and the constructed response questions of the June 2003 New York State chemistry exam…

In this paper we discuss the complexities of interview transcription. While often seen as a behind-the-scenes task, we suggest that transcription is a powerful act of representation. Transcription is practiced in multiple ways, often using naturalism, in which every utterance is captured in as much detail as possible, and/or denaturalism, in which…