Four experienced stuttering researchers viewed videodisks of spontaneous speech from chronic stutterers and attempted to locate the precise onset and offset of individual stuttering events. Results showed interjudge disagreements that challenge the reliability and validity of onset and offset judgments. Highly agreed stuttering events were…

A total of 1,487 eleventh grade students from the Hamburg (West Germany) school system were asked to complete four writing assignments used in an International Association for the Evaluation of Educational Achievement (IEA) study of writing assessment. In analyzing the writing samples, the study focused on: (1) between-rater effects; (2)…

A study was conducted to explore the stability of the selected indicators of merit in relation to the explicit purposes of identifying merit schools in the Cincinnati (Ohio) Public School system Design for School Excellence Program. A school could achieve merit either based on high status in achievement, attendance, and attitude, or on gain scores…

For Texas's Career Ladder System of rewarding good teachers, teachers' performance evaluations from 1981 to 1984 were used to rank teachers in the Austin Independent School District. Significant biases were noted between raters, between years, and between elementary and secondary teacher ratings. To adjust for these biases, each teacher's raw…

Indicators of mathematics and science education progress are important to policymakers and the public in order to evaluate the quality of education. Recent reports have evaluated existing indicators and suggested core aspects of mathematics and science education that an indicator system should evaluate. This note discusses two fundamental aspects…

The evaluation team of the Lincoln Public Schools (Nebraska) used the multi-attribution utility technology (MAUT) approach to prioritize potential evaluation projects. The priorities were used to allocate resources to the district's most important projects, and to eliminate or scale down less important projects. The problem was caused initially…

Reviews the Standard Assessment Tasks used to evaluate pupil performance relative to the National Curriculum in England and Wales. Asserts that the system of assigning students to one of 10 levels of attainment is criterion-referenced, whereas the test is norm-referenced. (CFR)

This investigation sought to determine the extent to which examiners' evaluations of writing performance were influenced by the learning disability label and to identify mediating variables which modify expectancy effects. Forty-four preservice regular education teachers were randomly assigned to one of two expectancy conditions (learning-disabled…