This review of research on attention deficit hyperactivity disorder (ADHD) indicates that standard diagnostic criteria are overly inclusive when applied to young children, with only half of impulsive toddlers fitting the criteria for ADHD at later ages. Accurate diagnosis depends on an evaluation of behaviors, child temperament, parent-child…

Four experienced stuttering researchers viewed videodisks of spontaneous speech from chronic stutterers and attempted to locate the precise onset and offset of individual stuttering events. Results showed interjudge disagreements that challenge the reliability and validity of onset and offset judgments. Highly agreed stuttering events were…

The movement away from strictly conventional evaluation practices and toward new and more responsive models of inquiry seems inescapable when one ponders the future of evaluation. A more activist-oriented and more stakeholder-oriented model of evaluation seems to be the future of the field. (SLD)

In most cases, questions of cause and effect cannot be answered by social science methods. However, it is argued that evaluation should not be freed from dealing with missing causal links. It is possible to predict whether a causal question is likely to be measured or assessed. (SLD)

Identifies and analyzes seven threats to authentic evaluation, and predicts implications. Warns educators to beware of the term "standards"; norm-referencing; aggregation; credibility, comparability, and calibration; multiple measures; schemes that rule out varieties of excellence; and "untests." (SR)

Problems with assessment of the quality of life of individuals with intellectual disabilities are cited. The Comprehensive Quality of Life Scale-Intellectual Disability is described as a scale that measures both objective and subjective data, uses simple language, tests for competence in using Likert scales, and covers the full range of quality of…

Recommends a standardized vocabulary for general assessment approaches, methods, and instruments in speech communication by redefining the terms "atomistic,""analytic,""holistic," and "general impression." Discusses the theoretical underpinnings of communication products and performances, including application of theory to assessment. (SR)

Dynamics of a large, expensive, and controversial surface and underground evaluation of a radioactive waste management program at the Yucca Mountain power plant are reviewed. The use of private contractors in the quality assurance study complicates the evaluation. This case study illustrates high stakes evaluation problems. (SLD)

Provides information useful to educators who are rethinking their current approach to assessment and identifies characteristics of each assessment that seem particularly noteworthy. Concludes by raising a number of questions that should be considered before deciding whether or not to use these new performance-based assessments. (MG)

Reviews background information about portfolio assessment. Describes the experiences of the faculty in one school with a schoolwide portfolio assessment system. Shares struggles and solutions which may be valuable to others seeking to develop alternative assessment programs. (MG)

Discusses several data collection procedures involved in four manageable writing classroom evaluation measures. (MG)

Discusses factors from malice to humbuggery that complicate and sully the tenure decision and call into question the fundamental assumptions which sustain tenure within the academy. Offers recommendations intended to ensure integrity in the tenure decision. (PRA)

Asserts that the problem of comparing creative activity to traditional scholarship makes it difficult for theater departments to award tenure to faculty. Discusses the results of a survey indicating that, although many large schools are accepting artistic/creative work as analogous to scholarly publication, the chances for tenure in smaller…

This introduction provides an overview of the eight other articles in the special issue and summarizes the objectivist concept of educational evaluation that the author recognizes as growing from the work of the Center for Research on Educational Accountability and Teacher Evaluation (CREATE). (SLD)

Speculates on why such little progress has been made regarding the effective application of educational simulation/games and suggests that the field's eclectic foundation has been good for its development but bad for its rigorous assessment. Antecedents for meaningful research and generating a body of literature are outlined. (Author/LRW)