Reports the student evaluation practices and attitudes of 4,449 elementary and secondary science teachers in British Columbia (Canada). Finds that testing is a common classroom activity; methods and formats used to estimate student achievement vary substantially; and current teacher practices have little relationship to the science of educational…

Describes a study examining the usefulness of both comprehensive assessment models (utilizing computerized placement tests, high school grade point averages [GPAs] and rank, and student characteristics) and reduced models for predicting community college GPA. Suggests that comprehensive measures, including both academic and nonacademic variables,…

Educational reform typically includes modifications in testing. The article discusses misconceptions about testing and reform, noting reform involves changing test structure or increasing amounts of testing. To provide accountability within educational reform, curriculum must be unified nationally, statewide, or locally because students cannot be…

Describes promising assessment practices for enhancing the education of students at risk for school failure, viewing assessment as the practice of collecting qualitative and quantitative data that are helpful in planning instructional programs. Teaming is recommended to help improve assessment procedures. (SM)

Describes the cash award system Indiana developed to reward schools for relative improvement in language arts proficiency, mathematics proficiency, overall achievement performance, and attendance. The article looks at problems with the program, how the program was implemented, how money was used, and positive and negative rhetoric. (SM)

Presents two views of the place of technology in the National Standards Project, which aims to establish a national examination system to improve the performance of U.S. school children. Standards to promote technological literacy, the use of technology to assess performance, and the timetable for setting standards are discussed. (KRN)

Describes 10 methods of assessment that teachers can use alone or in combination: (1) multiple marking, (2) peer evaluation, (3) mastery learning, (4) contracted learning, (5) credit-no credit grading, (6) self-evaluation, (7) anecdotal records, (8) pupil profiles, (9) checklists, and (10) dossiers. (FL)

Provides a detailed case study of a first grade student labeled as learning disabled (LD). Describes the stark contrast between the student's LD instruction and the specially tailored Reading Recovery instruction. Concludes that the student was instructionally disabled, not learning disabled. (RS)

Comments on some features of the National Assessment of Educational Progress (NAEP). Describes the NAEP assessment of student achievement in theater. Evaluates the NAEP assessment in theater, focusing on (1) what can be learned from the assessment, (2) what the NAEP is assessing, and (3) the authenticity of the assessment. (CMK)

Reports on the data gleaned from the survey on dance education administered simultaneously with the 1997 National Assessment of Educational Progress (NAEP) arts assessments. Presents the process and problems of developing and implementing assessments in dance. Considers the value of the assessments to dance and offers recommendations for the…

Discusses validity issues associated with three popular content-general reading college placement tests and then presents a theoretical argument to support an alternative placement procedure using content-specific testing. Proposes that content-specific tests would have improved content-related and construct-related validity. States that more…

Examines the validity of large-scale educational assessment, suggesting that construct validity is insufficient for assuming an achievement measure's internal validity and that the uses of assessment results affect external validity. Discusses the role of learning theory in large-scale assessment, purposes of large-scale assessment, item types and…

Investigated the types, frequency, and utility of assessment techniques used by elementary school teachers. Found that paper and pencil tests were regularly used by third- and fourth-grade teachers, but rarely by teachers in lower grades. Other forms of assessment, such as observation, checklists and portfolios were used less frequently and…

Recent focus on student achievement and the effectiveness of schools, school boards, and teachers has lead to increased demands for accountability in education. Large scale assessments are now used in most provinces in Canada to examine the degree to which educational standards are being reached and explore issues of accountability. Alternative…

What can teachers do in their classrooms to help students prepare for a high-stakes, standardized, multiple-choice reading test without sacrificing what they know to be best practice? Decreasing class sizes or other solutions that require substantial changes in school finance are not usually realistic options. This article outlines five…