Discussion of the appropriate use of instruction and training for performance problems in developing countries highlights a case study of an unsuccessful instructional project in South America. The importance of front-end analysis and a needs assessment are emphasized, and the sociotechnical systems theory (STS) of organizational development is…

Discusses assessment in the context of a national curriculum and issues that have arisen in England as a result of the introduction of a national curriculum about seven years ago. Outlines the public view, the official view, and teachers' views about assessment that were obtained using questionnaires. (JRH)

Six distinguishable aspects of construct validity are discussed as they apply to performance assessment, emphasizing content, substantive, structural, generalizability, external, and consequential aspects. Taken together, these aspects provide a way to address validity questions in score interpretation and use. (SLD)

This interview with two leaders in gifted education brings out their thoughts on enrichment, characteristics of a good "model," their Enrichment Triad Model, qualitative methods of research and outcome assessment in gifted education, difficulties teachers have applying the Enrichment Triad Model, and parent teacher cooperation. (DB)

Rather than being a handbook of resources, this book is primarily a glossary of testing terms from the routine to the obscure. Although the title suggests a focus on performance-based evaluation, the book concentrates on orthodox testing procedures. (SLD)

Asserts that educational assessment drives the curriculum. Thus, assessment is very important in contemplating reform in science education. Assessment should be an integral part of the instructional process, utilizing diagnostic testing, monitoring, and summative evaluations. (PR)

Describes the three phases of the learning cycle (exploration, conceptual invention, and expansion) and explains how they can be used in educational assessment. The use of semantic mapping, concept mapping, and mental modeling in the evaluation of student learning is described. (PR)

The model of performance indicators for educational assessment in Portugal includes context; physical, human, technological, and financial resources; functions; and results. Indicators need to partake of the information systems in schools whereby teachers and administrators gain a better understanding of their own processes and planning…

Examines educational support agencies in Germany, Denmark, the Netherlands, and England and Wales. Argues that a relationship exists between the organization and the functioning of a country's educational support services, such as curriculum development and school counseling, and the tradition of the education system as expressed in the authority…

Examines observation as a process of systematic, intentional action, exploring strategies for observing within the classroom. Implications for the practice of educational evaluation, particularly teacher performance evaluation, are noted. Observation as a process of systematic, intentional action becomes embedded within a larger agenda aimed at…

Studies the interrelationships, correlations, and predictive powers of five different accepted reading assessment techniques commonly used to provide data to place students in ability groups. Finds that the combination of the cloze test, basal placement test, and standardized test proved to be the most effective in approximating the teacher's…

Examines the rhetoric about portfolio assessment and compares that rhetoric with observations from one school district's project in developing portfolio assessment. Presents observations that show the successes and the remaining challenges in implementing alternative assessments. (MG)

Discusses various aspects of the role of external examiner as advanced by the parliament of the United Kingdom through the authority of the Academic Audit Unit. Addresses the examination of postgraduate research student, the examination of undergraduates within classroom situations, the qualifications needed by external examiners, and…

Attempts to find new ways of seeing the writing and reading and talking of students who are "underprepared." Argues that, if educators are going to develop new ways of understanding students' literacy performances, they have to critically examine their assumptions about students' abilities. (MG)

Pennsylvania's Secondary Instructional Support program addresses such problems as failing grades, lack of classroom participation, lack of time on task, difficulties with basic skills, and poor attendance. It provides school districts with training and guided practice in six areas: collaboration, instructional assessment, instructional adaptation,…