Argues that community colleges are becoming more reliant on support from external stakeholders to design programs and deliver services to customers. Suggests that colleges need to supplement traditional academic indicators of performance with external indicators, which involves a shift from a closed to an open systems-assessment approach. (JDI)

Describes simple conceptual framework for academic intervention that extends functional-analysis procedures to basic academic skills. Organizes research into five hypotheses that can guide interventions. Presents treatment for six academic interventions and procedures for testing effectiveness. Discussion of procedures includes design issues,…

Reports findings from three studies investigating the efficacy of an instructional model designed to promote self-regulation, the Strategic Content Learning (SCL) approach. Each study comprised multiple in-depth case studies involving postsecondary students with learning disabilities who ranged in age from 19 to 48 years. Implications for theory,…

Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns. Recommends the modification of existing test-development procedures to incorporate the participation…

Explores some aspects of the debate surrounding teacher assessment and raises questions about what is missing in so-called authentic assessments of teachers. Some proposed assessments may actually reinscribe narrow teaching practices that do not serve children of color and children living in poverty well. (Author/SLD)

Identified school change in reading achievement on a statewide, high-stakes performance assessment. Meta-analyses of the effects of instructional practices in reading on achievement indicated that reading achievement change was directly associated with the characteristics of the school reading program in higher grades. Effects of instructional…

Describes the political aspects of the implementation of a new teacher evaluation system through an observational case study of a school district's 3-year effort to link personnel performance to system and school goals through teacher evaluation. Findings illustrate the importance of technical expertise and a sophisticated political understanding…

Discusses the use of portfolio assessment in elementary schools, focusing on how Montessori teachers can effectively develop portfolios. Presents samples of items for inclusion in student portfolios. Discusses the decision to use portfolio assessment, detailing advantages. Asserts that portfolios assess as well as facilitate creativity,…

Focuses on the implementation and evaluation of instructional strategies in a core science education methods course within a Bachelor of Education preservice program. Examines how a collaborative learning experience that incorporated components of problem based learning was implemented and how students reacted to and reflected upon this approach.…

Kentucky's ungraded Primary School Program is defined by seven critical attributes: developmentally appropriate educational practices, multiage/multiability classrooms, continuous progress, authentic assessments, qualitative reporting methods, professional teamwork, and positive parent involvement. This article explains these attributes,…

Generalizability of performance-based assessment scores across raters and tasks is examined, focusing on implications of generalizability analyses for specific uses and interpretations of assessment results. Although it seems probable that assessment conditions, task characteristics, and interactions with instructional experiences affect the…

The University of Calgary (Alberta) was recognized for adopting competency-based human resource processes that focus on developing and rewarding staff for demonstrating competencies critical to the university's success. Programs and resources were redirected to support staff learning, attendance at learning and development programs increased by…

Most teachers use multiple intelligence theory in teaching but evaluate student learning with traditional assessment methods. Focuses on classroom assessment and advocates that students' should be evaluated using a variety of approaches. Recommends that teachers make their evaluations more objective and reliable. (YDS)

Discusses the Maryland School Performance Assessment (MSPAP), addressing the benefits of MSPAP and the teachers' call for assistance. Focuses on the use of the Internet to (1) disseminate information about assessment to parents and students and (2) offer professional development for teachers on instructional and assessment strategies. (CMK)

Studied the performance of 140 Primary 6 (aged 10 and 11) school students in Scotland using 2 modes of assessment, a paper-and-pencil test and more "practical" tasks. Results suggest children, especially lower achievers, perform better on the more interactive, practical tasks. Results also suggest some gender differences. (SLD)