Examines the relationship between Program for International Student Assessment (PISA) and general education. Explains the socially grounded demands of the PISA literacy approach and its importance in basic education. Points out PISA's limitations. Argues that if PISA is misunderstood, schools and instruction may be restricted in content and social…

Compares the relationship between large scale assessments and positive development of schools and instruction. Discusses strategic orientations to further quality of school systems and outlines possible starting points for the future development of individual schools. Probes the demands of a specific type of research that combines analysis and…

Expounds on the relationship between instructor assessments of their teaching and their student assessments. Finds that instructors who speak English as their native language favorably rate their own speaking ability and enthusiasm, while students care more about instructor preparation for class and grading rigor. (RLH)

Discusses a study that examined (1) if area students who took college preparatory math courses in high school succeeded in college-level math courses; and (2) if area students seeking a degree had taken sufficient college preparatory coursework. Reports that students who took a course higher than Algebra 2 succeeded in college Algebra at a high…

Discusses how the State University of New York and the U.S. Department of Education (Vocational and Technical Educational Act programs) rely on a first-time, full-time cohort of entering students to measure the performance of community colleges. Reports that the use of this cohort misses roughly two-thirds of the students enrolled in degree…

Examines the effects of high-stakes testing in Chicago, the first large urban school district to introduce a comprehensive accountability system. Concludes that high-stakes testing has the potential to improve student learning, but policymakers must look beyond aggregate measures of student performance to assess the nature of observed performance…

Advocates an alternative conception of excellence in higher education, one based on how well an institution can develop its students' talents, not on the quality of the entering class's grades and test scores. Such an outlook would increase minority enrollment. (DM)

The policies/practices of the New Zealand School Certificate--a summative examination taken by students after three years of secondary school--are reviewed. The examination is likely to be discarded because of the many mechanisms used to buffer scaling effects and equate distributions. New assessment methods may better reflect student achievement.…

Use-oriented approaches to evaluation have been challenged by contentions that the responsiveness of such evaluations undermines their technical quality. This discussion analyzes purported conflicts between these evaluation criteria of utility and accuracy by examining underlying assumptions related to evaluation's purpose and politics. (TJH)

More public institutions are now required to assess student learning outcomes. A look at Virginia and New Jersey shows these requirements vary, but mandated assessment may not produce needed improvements. Inadequate assessment methodologies, faculty resistance, and a lack of clarity about the use of results make this movement uncertain.…

Provided are copy masters, instructions for use, and grading criteria for six problems used as part of the practical assessment for a modular science course. Each problem gives a narrative and a list of materials necessary to complete the problem. (CW)

Reports the results of a project designed to analyze the employment related needs of students in post secondary education. Describes the questionnaire used as the major instrument for the project. Analyzes the results relative to students and tutors, courses, industries, firms, employers and trade unionists, and makes recommendations. (KO)

Examines the policy initiatives of the National Curriculum and the National Assessment and Testing programs in Great Britain. Argues that school-based teacher assessment and centralized testing lend themselves to professional accountability and market accountability. Concludes that an official policy of advocating both methods will create…

Examines aspects of the West German education system of interest in Great Britain: centralization of authority within each state, curriculum development, student assessment, reform movements, and the "dual apprenticeship system" of vocational education. Argues that cross-cultural transfer of such features is impossible without contextual…

The use of taxonomic scales to assess the level of student cognitive development and thinking skills, and to structure instruction is discussed. One instructor's method is presented. Perry's taxonomy is graphically illustrated. Sources for five assessment instruments are listed. (CW)