Offers perspective on the drive for performance-based funding in higher education and describes results of new research in this field being conducted at James Madison University. (EV)

Outlines why reciprocity is an important dimension when studying educational inspectorates and explores the relationship between reciprocity and evaluation. Describes how a minority of European inspectorates are involved in reciprocal relationships with their evaluands. Suggests ways they can become more involved without "negotiating the…

Describes how assessment is tied tightly to program development at Bowdoin College, with assessment criteria set up during the process of faculty members' seeking funding for research or curriculum innovation. Uses the example of innovations in an introductory biology course to illustrate the process. (EV)

Addresses the role of evaluation, the basic logic of evaluation, and how the field of evaluation is structured. Focuses on evaluation in applied psychology, and describes the six conventional fields of evaluation. (SLD)

Discusses the money wasted on ineffective training programs and the resulting surge in interest among training professionals in conducting learning evaluation and return on investment (ROI) measurement. Describes Kirkpatrick's four-level evaluation concept; questions regarding measurement validity and reliability; and new developments in learning…

This article reviews the literature on the contrasting-groups standard-setting method and describe 2 versions of the method--the person-focused version and the response-focused version. Of the 2, the response-focused version is preferable. it can be enhanced by adopting some practices of the modified Angoff method. (Contains 38 references.)…

Interviews Dr. Barbara Kapinus who will serve as Project Coordinator for the 1992 National Assessment of Educational Progress (NAEP) Reading Consensus Development Project. (MG)

Considers examinations from the epistemological point of view. Questions whether the restricted claim to truth can be introduced into the examination. Offers the process of disputation as an alternative kind of examination which might resolve this problem. Warns that disputation, in its present form, is only a starting point for research. (KO)

Suggests the worst and best prescriptions which could be derived from E. D. Hirsch's book, "Cultural Literacy," and other books like it. Recognizes that Hirsch has identified a serious problem in the schools, but indicates that his proposed solution is too simple for a complex problem. (MS)

Use and misuse of evaluation results are discussed. Variations in evaluation definitions, entity used, nature of the user, time and place of evaluation use, personal factor, basic premises of utilization-focused evaluation, misutilization, and method and rationales for use are discussed. A case example with a federal program is outlined. (TJH)

A literature review examined what aspects of performance should be assessed, what methods are appropriate, whether competency-based assessments should be graded, whether assessments should be done in the workplace or training institutions, and whose responsibility they are. Competence should be very broadly defined as both technical skills and as…

The National Council on Measurement in Education has adopted this code to promote professionally responsible practice in educational measurement. The code enumerates professional responsibilities in eight major areas of assessment activity, from assessment development through evaluation and research. (SLD)

Offers comments on earlier articles that discussed constructivism and instructional development. Social negotiation of meaning and objectivity is addressed, a multiple-perspective continuum for reconceptualizing objectivism and constructivism is explained, and the implications of constructivism for assessment are discussed. (38 references) (LRW)

Examines three scoring methods: (1) item-by-item scoring; (2) holistic scoring; and (3) focused holistic or trait scoring. Emphasizes the advantages and disadvantages of each with particular attention given to the power of trait scoring in supporting teacher development and student learning. Contains 16 references. (ASK)

Illustrates how various types of evaluation such as diagnostic evaluation, formative evaluation, and summative evaluation can be used advantageously in mathematics classroom practice. (Contains 12 references.) (ASK)