Defines WebQuests as a specific kind of Web-based learning activity and discusses how to choose and assess WebQuests. Explains a rubric to assess the strengths and weaknesses of WebQuests and includes Web sites to view examples of WebQuests. (LRW)

British tutors (n=27) of students who entered higher education via General National Vocational Qualifications (GNVQs) were willing to accept GNVQs as an entry route that developed some strengths. However, they expressed doubts about the preparation of GNVQ entrants compared to those with traditional academic qualifications. (SK)

Describes the Dutch rating system for test quality, which evaluates a test for seven criteria, and analyses the results of test ratings from the past 18 years. Results show a steady increase in test quality in the Netherlands that can be attributed to use of better tests and declining use of tests of less quality after evaluation. (SLD)

Describes the 1997 revision of the Dutch Rating System for Test Quality used by a committee of the Dutch Association of Psychologists. The rating system evaluates test quality on seven criteria using a checklist for each criterion. Comment sections provide additional information, and weighting rules establish the final grades. (SLD)

As an overview to the special issue, this article discusses the following: levels at which assessment occurs; components of assessment plans; roles and responsibilities of faculty, coordinators, committees, and administrators; types of assessment measures; and factors to consider in choosing measures. (Contains 25 references.) (SK)

Discusses indicators to help boards assess the vitality of their institution: (1) total financial resources per FTE student; (2) expendable financial resources to debt; (3) expendable financial resources to operations; (4) average peak debt-service coverage; (5) applicants to admits; (6) tuition rate changes; (7) enrollment levels; (8) retention…

Discusses how, when a professor at the University of Nevada at Las Vegas was rejected for tenure over a lack of collegiality, she sued--and raised questions about that criterion. (EV)

Describes the processes of three teachers developing a set of evaluation criteria for content, technology and instructional tools, assessment, and teacher support for middle grade instructional materials. (ASK)

Critiques planned changes in the British National Vocational Qualifications Framework. Makes recommendations for units, credits, and credit-based qualifications. (SK)

An Australian study examined data from 337 students accepted into college from different entry points: secondary school leavers, students with Technical and Further Education (TAFE) qualifications, adults completing an admissions test, and transfers from other university programs. Transfers outperformed the other three groups, and the latter had…

Describes development of a set of organizational effectiveness self-rating scales for higher educational institutions in Hong Kong. The development method tested the relevance of effectiveness dimensions contained in the Competing Values Framework to colleges. Rating scales for four of nine effectiveness dimensions are included in the appendix.…

Proposes an "ethics of evidence" as an approach to medical uncertainty and a vital component of biomedical ethics. Calls for use of the best possible scientific evidence for every phase of medical decision making. (SLD)

Examines the ethics of data collection and dissemination, suggesting criteria for the morally responsible treatment of evidence collection, dissemination, and use. Comments on the importance of V. Mike's proposal of an "ethics of evidence." (SLD)

Offers guidelines for effective implementation of informal assessment procedures at the middle level. Accompanying each guideline is a sample strategy to enhance the informal assessment procedure. Guidelines are: (1) create a classroom environment that is conducive to informal assessment; (2) encourage students to engage in self-reflection and…

Discusses asserting and assessing authenticity of digital information sources and why authenticity is an issue now. Describes three types of technical and social strategies (public, secret, and functionally dependent) for asserting authenticity. Cites examples of requirements for authenticity from the various stages in the research process. (AEF)