Combining period objectives and base evaluations creates an environment of continuing education in a well-functioning college. Specific and measurable attainment can be documented under the heading of "Period Objectives" including: preparation and publication of articles, performance of research projects, and presentation of scholarly papers. (MLW)

The author argues that one of the worst aspects of logical positivism is its attempt to construct a value-free science and to exclude values from the scientific process. (Author/PN)

Steps for writing measurable objectives for students which reflect employable standards include: (1) the outcome state, (2) the condition statement, and (3) the criterion statement. Measurable objectives will help students to know if they are employable and, if not, what is needed to achieve employment. (EA)

Author presents a method for calculating item factor scores which are independent of item trait scores. (MB)

Measurement of change is essential for documenting the effects of social programs, for refining social-educational programs, and for guiding policy decisions about resource allocation. (CJ)

Asserts that existing accountability policies assume that a single behaviorist theory is the one best system for effective education. Examines the pitfalls of the one-system approach through the examples of John Stuart Mill's utilitarian upbringing and "Gradgrindism" in Charles Dickens' novel "Hard Times." (SK)

The editor lists 10 points which form the basis of some recommendations for those conducting studies that measure effectiveness. The criteria are a consensus of ideas presented by the authors in this volume. (Author/DWH)

The purpose of this article is to discuss some recent developments in the scoring of multiple-choice items from two angles. The first consists of the recent developments in the test instructions of the conventional scoring procedures, and the second consists of a discussion of new scoring methods and formulas. (Author)

The author points out the technical shortcomings inherent in traditional examinations designed to sort students and outlines more useful testing alternatives. He feels that, unfortunately, the Assessment of Performance Unit will opt for the traditional style of testing, in the name of "maintaining standards." (SJL)

The author critiques the objective measurement movement, particularly the Rasch model, as misguided and overly simplistic. (SJL)

Discusses the process of conducting a summative evaluation, characteristics of evaluators, and choice of assessment techniques. (SK)

The relative utilities of subjectivity and objectivity in educational evaluation are debated. Page supports objectivity, while Stake supports subjectivity. (JKS)

The use of measurement and evaluation techniques to provide information on student outcomes in the cognitive, affective, psychomotor, and health related fitness domains is critical in helping to validate the importance of physical education in the school curriculum. (IAH)