Explains how the study of educational philosophy is relevant to prospective teachers, in spite of the fact that courses in educational history, philosophy, and the foundations of education have been diminishing in importance in recent years in the teacher education curriculum. Journal availability: see SO 507 421. (DB)

The adoption of a criterion-referenced assessment system and the resulting disadvantages of this form of evaluation for the college general education program are discussed, including problems in identifying assessment validation procedures. (RAO)

Follows curriculum development in the United States over a 70 year period. Special emphasis is placed on special curriculum committees of the National Education Association (NEA), the emergence of the curriculum field, and reform through specialization and standardization. (Author/DB)

Reports on a factor-analytic enquiry into the structure of an "authoritarianism" scale for middle childhood. The scale was developed to assess the social attitudes of primary school children in Sydney, Australia. (CM)

Maintains that many high school courses in American history emphasize violence and aggression. Presents and discusses data regarding events and issues which 442 male and female high school students regard as historically important. Students' responses were highly skewed in the violent domain as well as in the aggressive domain. (DB)

Suggests how social studies teachers in Texas can fulfill the spirit and the letter of two mandates regarding economic education. Presents information on the relationship which should exist between the two laws, concepts which should be included in a study of free enterprise, and problems encountered by teachers as they strive to satisfy the…

A case for using individual interviews is presented. Sample interviews are given, and instructional improvement and program evaluation are discussed. (MK)

Describes a science program called Student Science Research Program that is designed for gifted and talented high school students in northwest Ohio. Program assessment, which began in summer 1977 and continues through this school year, is described. (HM)

National patterns of power and control in higher education are key determinants of the conceptions of academic excellence and equality that prevail in particular systems. This paper examines five countries with predominantly state-controlled systems of higher education--West Germany, Italy, France, Sweden, and Japan--and two with mixed control…

Criteria for assessing achievement, progress, and attitudes of students as individuals are discussed. (RW)

Important findings about students declining test scores were made public recently in a report of a national study by the American College Testing Program (ACT), with apparently conclusive evidence that a national decline in test scores is real and that it is significant. Reviews the highlights of findings in the ACT report. (Author/RK)

Discusses assessment in special education and the use of technology in special education assessment. It provides a list of 31 references pertaining to the use of technology in special education assessment. Only those references that pertain specifically to children or youth at risk or with disabilities were chosen. (CR)

Examines the impact of technology on educational effectiveness in the United States as measured by the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS). Presents five items from NAEP and TIMSS tests that may favor students with technology experience. Concludes that further…

Findings from a study of diverse assessment practices in a fifth-grade classroom were used to develop a framework for describing assessment system practices. The framework is used to compare different assessment activities, and new criteria for designing systemically valid assessments to support and extend classroom practices are proposed. (SLD)

A strategy, the assessment conversation, that helps teachers elicit student understanding and then use student understanding as the basis for conceptual and reasoning goals in the classroom is described. Assessment conversation is illustrated in the context of the Science Education through Portfolio Instruction and Assessment project, aimed at…