Testing is one means of viewing differences among individuals. Culture is another means. When we mix testing and culture together, the results are fascinating and often confusing. Generally, we test individuals in an attempt either to serve them or reward them, and if we want to reward people, there is a strong desire and need to be fair. However,…

The inclusion of students with disabilities in state and district assessments rests on a fundamental belief: all children can learn. This belief centers on all children who receive educational services, even those whose teachers and therapists work with them at home or in the hospital. The purpose of this chapter is to clarify the rationale for…

Since its inception in 1969, the National Assessment of Educational Progress (NAEP) has been the nation's leading indicator of what American students know and can do. The focus of this chapter is on how NAEP, as it exists today, may be useful to educators, in particular four aspects of NAEP that may be of wide interest and use. This chapter…

This paper makes the case that the intensifying pressure to assess higher educational outcomes objectively must be balanced by the inclusion of professional judgment. Mere numbers cannot tell the whole story of educational achievement. The tenacious attachment to positivism distances assessment and quality improvement from more inclusive ways of…

Social studies objectives for the 1971-1972 National Assessment and citizenship objectives for the 1969-1970 and 1974-1975 Assessments are outlined. (KM)

This article is an overview of current thinking in evaluation. The evaluation frameworks of Scriven, Provus, Stake, Guba, and Stufflebeam are discussed. (HD)

Discussion of educational objectives rests on the unsubstantiated assumption that educators have valid and reliable means of determining outcomes. Most of what goes on in teacher training programs today is based upon what the instructor believes "should" happen and not what "has been shown" to happen. (HD)

Critically reviews some important attempts at needs analysis which have been made in the last 10 years and identifies strengths and weaknesses of needs analysis at the present stage of its development. Suggests that there is currently no objective method of analyzing learner needs. (EKN)

This study concluded that certain limitations continue to exist in vocational education research and development efforts, particularly those activities which are related to demonstration projects. Some of these limitations include (1) lack of adequate research design or evaluation methodology, (2) weaknesses in survey tehniques, and (3) weakness…

Educational planners must be aware of educational needs to do their jobs successfully. The educational needs of adults must be continually analyzed and clarified. (JOW)

A member of the National Evaluation Policy Group discusses the dynamics of the national evaluation of extension education, and the national expectations, issues, and impact of the process. (SK)

This study was concerned with selecting a measure of scorer agreement for use with the National Assessment of Educational Progress. The simple percent of agreement and Cohen's kappa were compared. It was concluded that Cohen's kappa does not add sufficient information to make its calculation worthwhile. (Author/BW)

An evaluation design is seen to ensure the presence of certain qualities in an evaluation; values and valued qualities permeate the evaluation design. Mechanisms for evaluations (in-process reviews, follow-up studies, etc.) are dealt with and familiarity with financial, managerial, and ethical procedures are stressed in the evaluation design. (CE)

Four trends important to educational research and development are traced, and serve as background for describing the evolving status of educational evaluation. The long-range future for educational evaluation is assessed. (MH)

The study was done to provide a basis for identifying basic educational needs of California adults through analysis of their performance in selected competency areas. Contains specific data which assist in identifying those who should be part of a system of dialog to clarify what educational services are needed. (Author/JOW)