Reports the results of developing and pilot testing assessment procedures for evaluating the level of program implementation of administrative and leadership roles in an innovative early childhood education program. Subjects were school principals, educational program specialists, and classroom teachers in five urban schools. (Author/BB)

Researchers who compared Nebraska high school curricula between 1953 and 1983 have developed a model readily adaptable to individual districts desiring a more informed basis for decision making. (Author)

The article describes curriculum development of a course for college students of lower ability and potentially lower motivation. The discussion addresses content, sequencing, and assessment. (PK)

Describes Phase Four (contextualized literacy assessment) in the evolution of writing assessment, which would replace accountability approaches to assessment with an ecological model focusing on good instruction. Itemizes specific changes which could accompany movement into Phase Four by established assessment communities. (MM)

Shows how an elementary school's spelling program evaluation led to the formulation of a spelling policy reflecting the school's whole language approach to learning. (MM)

Uses a five-factor model to determine the relationship between certain Rotterdam primary school characteristics (specifically the school climate) and the effectiveness of education. Concludes that, since only one of the criteria of effectiveness was met, this instrument is not suited for determining differences in those characteristics of school…

During two periods of expansion in higher education, the curriculum of undergraduate education has undergone major changes. Toward the end of each period of expansion, a movement for assessment has developed, with the goal of restoring coherence and substance to the undergraduate program. (MLW)

Many of the issues concerning assessment in higher education are really issues of values, philosophy, and theory, rather than practical, nuts-and-bolts issues. Excellence as the development of human talent, competition or cooperation, outcomes, and improving assessment practices are discussed. (MLW)

Since the summer 1984 a consortium of seven diverse colleges and universities has been involved in implementing a value-added approach to assessing student progress and development. The most significant finding of this collaborative project was the importance of having a good institutional database on students. (MLW)

Describes interviews with four primary age children. Uses the results of the interviews to support a shift from the assessment of performance to the assessment of understanding. (PK)

This article examines some of the complexities associated with designing and evaluating an educational program aimed at meeting children's developmental needs. It then addresses the need to rethink goals for children within the framework of progressive education. (MT)

The value and limitations of conceptualizing evaluation as a decision-oriented research and appraisal activity is discussed. The decisional contexts of evaluation projects is examined in terms of a comparison between two models of organization decision making. Certain remedies for problems arising from attempts to enhance decisional relevance of…

Addresses the problem of how academic value can be determined. Reviews several sample situations involving judgments of the merits of teachers, graduate assistants, and undergraduate writers. Proposes a system of "value-sorting," which requires that competing entities be measured in relationship to each other rather than against some abstract…

This paper describes steps in the criterion-referenced measurement process. Specific strategies are offered for devising a decision-making process that does not destroy the wealth of information in the criterion referenced base and that does not require complicated mathematics or arduous analysis. (LMO)

The use of reporting final examinations in the Netherlands is described. Each October a public report is published by Cito, supplying information about the achieved level of education and describing observed psychometric qualities of the measurement instrument. General information needs are provided by the National Bureau of Statistics. (LMO)