From the 1980s to the present, educational accountability in the United States has grown dramatically. Such accountability in U.S. school districts, although driven primarily by external demands, has internal manifestations as well. The chapter traces the historical development of internal evaluation in American school districts, then highlights…

This article discusses the positive and negative consequences of large-scale testing on five key stakeholders of testing results: students, teachers, administrators, policymakers and parents. The factors that affect the nature of testing consequences are also discussed and means that may provide remedies for associated pitfalls are proposed.

Provides an update on the current status of high stakes testing and accountability programs in the United States, conducts a review of important litigation related to high stakes accountability, and highlights best practices for policy makers based on the development of the Arkansas accountability program. (SLD)

In view of social processes, politics and the logistics of conducting evaluations, several implicit assumptions of the field challenged by findings on innovation implementation are reviewed. These studies have major implications for evaluation practice, evaluator roles, the use of evaluation results, and the federal role in evaluation. (Author/CM)

Discusses reasons for supporting indirect indicators to track higher education's progress in teaching critical thinking, communication, and problem-solving skills. Outlines the primary characteristics of indirect indicators. Provides specific examples of different indirect indicators, analyzing data collection methods. Assesses the viability of…

Eight criteria developed by the National Forum on Assessment (Washington, DC) as guidelines for evaluating existing and proposed assessment systems at any level are listed. Criteria call for clear definitions and fair assessments to assist educators and policymakers in improving instruction. Continuous review and improvement are recommended. (SLD)

Argues against large-scale, federally funded, census approaches to measuring higher education outcomes, outlining specific problems. Discusses the effects of tests as instruments of educational reform, the cross-discipline transfer of higher-order skills, and the technology of setting performance standards. Places measurement within the broader…

Reviews the process whereby Metropolitan State College (Colorado) developed a series of recommendations concerning the assessment of student learning. Discusses problems encountered and offers a sampling to show the style and detail of the recommendations. (DMM)

Findings from a state survey about practices in testing students of limited English proficiency (LEP) confirm a general lack of policies and guidelines relating to the standardized achievement testing of LEP students. Concern for LEP students in testing may reflect a general interest in bilingual education. (SLD)

Thirteen evaluation methods are analyzed by orientation. Typically, clients want politically advantageous studies; evaluators prefer questions-oriented studies; audiences favor a values orientation. Evaluators must recognize the narrow scope of question-oriented studies and the perspectives of client and audience. (CP)