Presented is a criticism of the instructions given for and the scoring of the Draw-a-Scientist test (Chambers, 1983). A response to this criticism by authors who employ this method is included. (CW)

Maintains that all teachers possess instructional objectives despite claims to the contrary. Defines instructional objectives as the understanding, attitudes, and skills that a teacher wants a learner to acquire. Discusses the instructional objectives of catechetical education. Examines the debate over catechetical education and instructional…

The article summarizes and comments on the publication, "A Curriculum for All," of the National Curriculum Council of the United Kingdom. Teachers of students with special needs are encouraged to follow the booklet's guidelines to ensure access to the National Curriculum. Concerns about assessment and local management of schools are…

Reports that record enrollments have prompted a rethinking of the nation's higher education policies. Cites several explanations for overcrowding: an increase in the number of students continuing their studies, German students take longer to complete studies, and older students are reentering the university. (RT)

Explains a state standardized science program evaluation system that includes hands-on activities. Explains the syllabus, workshops, purpose of test, test features and its component parts including sample questions. (RT)

Four goals for a Second Wave of general education reform should be: broaden existing reforms and embed them more firmly in the life of the college; engage a larger number of colleges; attract new individuals to the movement; and confront more candidly the barriers to devising, approving, and implementing reforms. (MLW)

Summarizes "The Science Report Card" representing the fifth assessment by National Assessment of Education Progress done in 1986. Discusses the trends and reasons of the report data. (YP)

Presents a survey of Michigan educators that indicates which teaching strategies are the most important. Discusses the implications of building familiarity with environmental issues and solutions from a variety of examples. Provides an explanation for the low success of classroom action projects. (Author/CW)

The duplex design is proposed for educational assessment within a state school system. For individual students, scaled proficiency measures that are suitable for guidance and certification at various levels of attainment are provided. For classrooms or larger units, the design can supply group level measures for evaluation and research. (SLD)

Task analysis, needs analysis, curriculum design, and evaluation for training programs for on-the-job training teachers are discussed. Outlines, worksheets, and evaluation sheets are provided. (CW)

Contains papers on a process-based assessment scheme for the age range of 9-16, a graded-assessment scheme, individual learning through supported self-study, recording systems for student's learning, and a process-based assessment scheme for a Year-1 science course. (YP)

Broad proposals for reform of higher education in Hungary are outlined. It is argued that the change needed is so great that neither higher education nor government can accomplish it independently; instead, limited and controlled conflicts between the interest of higher education and those of society must precipitate action. (MSE)

Argues that assessment, evaluation, and reporting are intrinsically linked, and together form a cycle that provides information about individual students, the instructor, the course of study, and the educational environment. Offers educators a list of principles concerning assessment, evaluation, and reporting that challenges many current…

Draws on data from a larger study of California schools to examine how the different individual orientations that 130 innovative and 118 traditional teachers have toward assessment interact within the school and district contexts to shape assessment attitudes and practices. Perceptions of innovators and traditionalists differ regardless of school…

Different meanings of portfolio assessment are reviewed, and potential applications to program evaluation are explored. At present, portfolio assessments are not recommended as the primary source of evidence about the attainment of program goals in evaluations that compare curricula or programs because of the lack of validity and reliability…