Proposes that the theoretical framework for career development and decision-making needs to be explicit and implicit in the various computer-based guidance information systems. Suggests professional organizations as well as National Vocational Guidance Association members analyze the underpinnings of the systems now in use. (RC)

The authors highlight some of the findings of their forthcoming book, "Open Plan Schools: Teaching, Curriculum, and Design," which will evaluate open plan schools in England. These schools now comprise over 10 percent of all primary schools. (KC)

Describes the development and use of educational broadcasting, notably radio, in Kenya since its independence. Published and unpublished reports, a 1978 survey, numerous interviews with educational radio and television officials, mass media seminars, and field visits to schools and broadcast facilities are used to analyze the major projects. (CHC)

Highlights the potential demands for the services of the speech therapist. In a linguistic assessment, the therapist needs to differentiate between first and second language learning problems. An assessment procedure must allow a child to respond in either of his/her two languages and be given credit for such responses. (Author/PJM)

The traditional experimental-control group method for evaluating delinquency prevention programs is questioned. It is contended that the method harms the intervention and exacerbates the deliquency problem. (JKS)

Distinguishing between two types of test questions, constructed-response (essay/completion) and selected-response (multiple-choice/true-false), the author considers both in relation to the specificity of learning outcomes being tested, the use of criterion or norm-referenced measurement, and the formative or summative nature of the evaluation.…

Commenting on the preceding article, pages 8-13 of this journal issue, the author critiques Mason's assessment of the utility of selected-response and constructed-response test questions. (SJL)

Notes the importance of evaluation as an element of effective student affairs program planning and administration. Defines evaluation, assessment and research. Discusses whom to evaluate, and how to properly evaluate them. Provides examples of evaluation efforts. (KW)

Addresses the problems and methods of assessing individual performance within a group project. A peer evaluation technique by Culp and Malone was implemented in which group members were asked to identify the percent contribution they and other group members made to categories such as creativity, research, writing, and organizing. Ratings were then…

Discussion of using library instruction to teach a decision-making process focuses on the importance of teaching students how to use information rather than just how to find it. Highlights include planning a research strategy, topic analysis, consideration of relevant perspectives, choice of appropriate information sources, and evaluating…

This article, the fourth in a series on work conducted at the Texas Center for Educational Technology and the University of Texas, discusses evaluative measures needed to assess the improvements that educational technology may have on students' problem solving, critical thinking, and content-level abilities. An annotated list of standardized tests…

Interactions of potential loss, time, and self-efficacy on the need for evaluation information for decision making were investigated for 259 managers/nurses (60 percent survey response rate) of home health agencies in New York State. Those with high self-efficacy needed less information in situations of high potential loss and inadequate time.…

Considers changes in teaching and learning in an information society and the need to rethink ways of educating teachers. Highlights include research as a skilled practice; models of learning and teaching; the need for quality assessment; globalization of research; communication, cooperation and collaboration; and training research skills with…

Discusses the school librarian's role in helping teachers use the Internet effectively. Topics include access to the Internet, including bookmarks; pro-active Internet use by librarians, including notifying teachers about good Web sites; evaluating Internet information; making use of the Internet's interactive capabilities; and encouraging teacher…

Outlines the basics of outcomes assessment, describes a format useful for assessment preparation, summarizes some lessons learned from a 1996 pilot visit conducted at Worcester Polytechnic Institute, and discusses some consequences of outcomes assessment. (WRM)