Describes a philosophy and outlines a process that enables institutions to sustain their values while providing evidence of their effectiveness. States that by shifting institutional focus to documentation of student achievement, institutions create a framework to convert implied learning assumptions into explicit learning outcomes. Asserts that…

A review of the history of standards-based reform in public education is followed by analysis of trends in including students with disabilities in all aspects of standards-based reform: setting standards, participating in assessments, making assessment accommodations, reporting results, developing accountability systems, and teaching/learning. The…

This article proposes a model for evaluating inclusive schools. Key elements of the model are inclusion of stakeholders in the evaluation process through a participatory action research approach, analysis of program processes and outcomes, use of multiple methods and measures, and obtaining perceptions from diverse stakeholder groups. (Contains…

Presents Bishop Ward High School (Kansas) as a case study that has seen great improvements in standardized testing results by changing its approach. States that realignment of curriculum, adjusting instructional strategies, and accommodating students with special needs are important aspects of raising assessment scores in high schools. (CJW)

This excerpt from "Measuring Up: Standards, Assessment, and School Reform" points out the limits of norm-referenced tests and discusses the pitfalls of making testing a high-stakes enterprise. Points out that the emphasis on standardized testing, and the push for school districts to score well, often has an inordinate and detrimental effect on…

Through a critique of two essays, the problem of marginalization of outdoor education by the broader educational community is examined. Although it is acknowledged that British government cutbacks hurt the delivery of outdoor education, it is suggested that the outdoor education community risk a complete reappraisal of outdoor education claims…

Argues that the theory and practice of educational measurement would benefit from expanding the dialog among measurement professionals to include voices from different research traditions and from the communities researchers study and serve. The critical dialectic between naturalist and interpretive conceptions of social science is explored. (SLD)

Specific student assessment tasks performed by educational administrators and the knowledge, skills, and abilities needed for these tasks were studied in a questionnaire completed by 1,685 administrators. Although superintendents and principals performed tasks at different levels and frequencies, the skills they needed were quite similar. (SLD)

The student assessment tasks identified by administrators in a previous study (J. C. Impara, B. S. Plake, and J. J. Fager, 1993) as tasks they performed are crossed with the knowledge, skills, and abilities identified as requirements of administrators to perform those tasks. The resulting matrix may be useful in designing instructional programs.…

The American Federation of Teachers has developed criteria for teachers, parents, and others to use in judging the usefulness and effectiveness of student achievement standards. The 10 criteria, first published in 1994, can be used in standards development, professional development, and community awareness efforts. (SLD)

Discusses current visions for reform in science education to be reached in 2005. Presents tables on changes in teaching, assessment, content, and situation and goals for 2005 by indicating less and more emphasis. Discusses what must be done, visions for 2025, how to achieve Vision 2025, and models for achieving the visions for science education in…

Reviews developments in educational assessment and in journals devoted to assessment during the editor's tenure with this journal, with a special focus on the place of performance assessment. Discusses the problem of generalizability in many new forms of assessment. (SLD)

Evidence from 100 women in women-only reentry courses suggested that any form of assessment and credit may deter the target audience. Assessment imposes requirements that may reduce program effectiveness. Noncredit programs for disadvantaged women are recommended. (SK)

States that comprehensive, systematic plans to assess student learning can be both the rudder guiding and the sail driving change in staff, program, and organizational development. Explores the nature of assessment and how it can and does serve such roles, driving change in the college or adapting to emerging community needs. Contains 27…

Presents a comprehensive model for assessing the institutional effectiveness of academic programs and illustrates, through a case study, strategies for managing the difficulties inherent within this process. Models the system designed for West Point's Academic Program and describes how the model was implemented into an academic environment.…