Reports the development and standardization of the teacher version of the Child Behavior Profile. Analyses showed significant differences on the scales between nonreferred boys and boys referred by teachers due to emotional or behavioral problems, supporting the discriminant validity of the teacher profile. (LLL)

Reviews selected research, widely-used commercial tests, and recent literature on critical thinking. States that evaluation of critical thinking processes should encompass more than simple tests. Concludes with six guidelines for evaluating critical thinking. (JDH)

Reports the efforts of the California Assessment Program (CAP) to interject critical thinking items into its new statewide social studies tests. Provides definitions of the critical thinking skills tested by the 8th grade social studies CAP test, and lists 100 critical thinking skills vocabulary words. (JDH)

The undergraduate major review, ideally consisting of an oral examination by faculty members, pre-review submission of a reflective, philosophically oriented paper, and submission of projects and instruction-related artifacts, adds to the repertoire of techniques for identifying the most appropriate candidate for teaching. (IAH)

A national study of assessment in American undergraduate education by the Carnegie Foundation for the Advancement of Teaching concludes that the current debate over assessment does not adequately consider educational goals and reflects divisiveness within and between faculties. (MSE)

Dependence on standardized tests in adult literacy programs derives partly from their relative ease of adminstration and their appearance of providing valid and reliable quantitative data for program evaluation. Few adult educators are satisfied with the quality of the information, and most are extremely dissatisfied with the effects of such…

Describes a three-stage process of assessment, a structured, complete approach to the appraisal of a whole child. Suggests these systematic procedures ensure, due consideration for physical, mental, or emotional disability, significant educational needs, and related services. (Author)

This document reports responses from Alaska's 54 school districts to a Department of Education survey on curriculum, instruction, and assessment. The first section provides general information about the school districts' responses in those three areas, including information on curriculum guides, graduation requirements, student assessment…

Various approaches have traditionally been used to evaluate college students' writing performance. The College Outcome Measures Program (COMP), designed to assess and improve college programs, offers new ways to collect writing samples that include responses to reasoning and problem solving tasks. Thus, the effectiveness of written communication…

Discusses a performance assessment tool that entails open-ended tasks requiring students not only to provide answers but to show their solution processes. Discusses several areas to address in developing open-ended tasks. Areas include the need to assess important mathematical content and cognitive processes, use of effective prompts, and use of…

Presents nine articles dealing with aspects of testing and the role of the school counselor. Topics include interpreting test scores, testing problems and solutions, developing tests to predict dropping out, sex bias in vocational testing, detecting bias in standardized tests, assessments of reentry adults, and interest tests for adults. (JAC)

This information sheet describes General Curriculum Options, one of four streams or subject areas offered in the Certificates in General Education for Adults (CGEA) in Australia. The first seven learning outcomes are based on seven key competencies: collecting, analyzing, and organizing information; planning and organizing activities;…

This paper focuses on ways in which one state policy for improving education--standard-setting through testing mechanisms--affects the classroom teacher-learner relationship. That uniform policy-making is problematic is clear from observations of 43 Mid-Atlantic school district teachers. Responding to three types of standards, 45 percent found…