The Internet is a large and growing resource for those interested in educational assessment issues. Internet resources of particular interest to the assessment community are identified and discussed. These include gopher sites, Web sites, and listservs. (SLD)

Describes results of research by the Test User Qualifications Working Group that can be applied to improving testing practices, including 86 test use competencies and 7 factors accounting for misuse; a test classification system; and empirically based test purchaser qualification forms. (SLD)

Various assessment methods were tested for recognition of prior learning in rural industry: challenge tests, on the job, portfolios, interviews, and case studies. Regardless of method, the process was time consuming, labor intensive, and costly. Successful use will depend on finding ways to improve cost effectiveness. (SK)

Accountability involves multiple indicators and multiple sources of information about student achievement. Assessments should be based on standards for which teachers and students are prepared and with which they can succeed. Offers five suggestions to school boards. (MLF)

Describes the efforts of the Chicago archdiocesan office of Catholic education to advertise its services throughout the Chicago area. Highlights the office's "Shareholder's Report," a local report card which was distributed through Catholic schools to all parents and which provided data about student achievement, costs, drop-out rates,…

A scheme is introduced for classifying assessment methods by using a mapping sentence and examples of three tasks from research methodology are provided along with their profiles (structures) based on the mapping sentence. An instrument to determine student assessment preferences is presented and explored. (SLD)

Describes dilemmas and solutions associated with teaching and assessing strategic reasoning. Emphasizes that learning to teach and assess strategic reasoning is a trail-and-error process requiring much reflection on the part of the teacher. Initiates discussions among teachers about dilemmas associated with teaching and assessing strategic…

Focuses on a technique called "Early Recollection of Reading and Writing" (ERRW) that provides teachers with the knowledge needed to help unlock and develop a student's potential in reading and writing. Presents the technique's theoretical basis and practical application and illustrates the critical role that this technique can play in…

Discusses the current state of alternative assessment programs, focusing on results of studies the authors conducted in two school districts. Shares implications for policy and for curriculum and instruction. (MG)

American indicator systems of educational accountability generally focus on student outcomes. The next generation of indicator systems must address wider issues, such as social context and values, curriculum assessment, structure of schooling, and individual student differences. Administrative, technical, political, and financial issues in…

Explores the meaning of understanding and the importance of teaching for understanding. Typical classrooms do not give sufficient presence to thoughtful engagement in understanding performance. How to teach for learning is reviewed, focusing on both teaching and assessment. The need for generative knowledge is discussed. (SLD)

A new procedure is proposed for generating instructionally relevant diagnostic feedback. The approach involves constructing a strong model of student proficiency and then testing whether individual students' observed item-response vectors are consistent with that model. The approach is applied to the Scholastic Assessment Test's verbal reasoning…

Provides a broad perspective on results-based performance measurement (RBPM). It describes the reasons for its growing popularity in government and outlines several of the key elements and considerations that must be included in the implementation of the RBPM system in the public sector. (Author)

Examines criteria for choosing between test-centered and examinee-centered methods of standard setting in empirical terms and in terms of whether the method is consistent with the model of achievement underlying test design and interpretation and the assessment methods being used. Contains 35 references. (Author/SLD)

Proposes four questions that need to be answered if learning is to be taken seriously for more than a season. They include determining what a degree or certification actually means, what the student has learned, how whole institutional communities can find time to address these issues, and who is responsible for educating children. (Author/JDM)