Suggests that the National Board for Professional Teaching Standards is the best hope teachers have for changing the way they are perceived and to change the way they perceive themselves. Discusses one teacher's early teaching days, changes in teacher evaluation, and the work of the National Board. (RS)

Shortcomings of current testing policies have heightened interest in alternative assessment methods. Authentic assessments truly represent performance, evaluate against openly expressed standards, help students learn to evaluate themselves, and require public presentation and defense of their work. (SK)

Discussion of training effectiveness focuses on needs assessment and its link to accurate performance evaluation. The components of needs assessment are described; front end analysis as an outgrowth of needs assessment is discussed; and the relationship between training and performance improvement is examined. (four references) (LRW)

Accuracy and effectiveness of job performance standards and competencies can be increased through authentic worksite research and applications of advancements in cognitive science. (SK)

Examines the use of importance-performance analysis for an evaluation of the business core curriculum as well as differences among major areas of study at two distinct points in time. Suggests that caution should be used when changing anything as important as an institution's knowledge core. (JOW)

A development-oriented approach to assessment requires an environment with a strong focus on learning, self-regulation, and use of results in developmental programs. Factors influencing developmental performance assessment include managers' and employees' attitudes, organizational culture, and self-perceptions of competence. (SK)

Discusses the use of performance assessment and portfolio assessment as viable means for assessing children's efforts. Provides the basis for using both performance assessment and portfolio assessment together in order to get a more authentic assessment of children's performance in the elementary classroom. Presents guidelines to facilitate this…

Outlines the development and implementation of performance indicators and performance funding in the higher education system of Alberta, Canada. Explains the model of organizational functioning that underlies performance funding and explores the effectiveness of performance funding in increasing goal attainment based on the literature and…

Full scale IQ (FSIQ) scores, followed by verbal (VIQ) and performance (PIQ) IQ scores, demonstrated the highest comparability between WAIS-R and its seven subtest form when tested with 1,880 subjects from the standardization sample. Correlations between versions were consistently lower for PIQ than FSIQ and VIQ. Age grouping did not affect…

Suggests that educational evaluation is complex and that assessing practice, philosophy of teaching and learning, and congruence between belief and action can help to improve the evaluation of adult learners. (JOW)

Describes the Integrated Proficiency-Criterion framework, which uses Benner's stages of proficiency model (novice to expert) and program accreditation criteria for a process of portfolio development and assessment in nursing education. (SK)

Outlines basic steps to plan and execute effective performance-based assessments. Highlights include defining the purpose; choosing the activity to be assessed, and whether it will be formal or informal; defining the criteria; creating performance rubrics; and assessing the performance by the checklist approach, narrative/anecdotal approach,…

Presents scores teachers assigned to samples of actual students' problem-solving work and rationales teachers provided for these scores which may reflect teachers' values relative to aspects of mathematical problem solving. Concludes that when teachers can express rationales for scoring students' work, they are able to justify their evaluation of…

Discusses extending research into differential item functioning (DIF) to performance assessment and considers some of the best options available at this time. The most effective strategy for assessing DIF is to use a combination of several methods, preferably one from each of the observed score nonparametric, latent score nonparametric, and…

Discusses the ongoing debate among politicians and educators over the relative merits of standardized tests and authentic assessment. (JOW)