With the growing emphasis on efficiency and accountability in education, it would seem imperative that adult educators become more involved in developing evaluation processes which fit their needs. (JOW)

Competency testing can provide helpful information to educators and the public. (Author)

Focuses on the structural components of adaptability during retrenchment in five universities. Literature on organizational structure is reviewed and propositions are set forth which relate structure to adaptability. Finally, propositions are examined in light of case study data. Findings are presented. (Author/DB)

Describes the British framework of nationally recognized qualifications: National and General National Vocational Qualifications. Discusses the assessment process, evidence of achievement, documentation, and quality issues. (SK)

Adult-oriented assessment should be based on five principles: (1) learning is derived from multiple sources; (2) learning engages the whole person; (3) learning and self-direction are promoted by feedback; (4) learning occurs in context; and (5) learning from experience is a unique, meaning-making event contributing to adult learner diversity. (SK)

Portfolio-based assessment of prior learning typically follows Western assumptions about universal, value-based knowledge. It can be strengthened by recognizing that knowledge is embedded in specific social, cultural, and historical contexts. (SK)

Provides suggestions for ensuring that the benefits of using large-scale student assessments are achieved in the face of challenges to their effective use. Reviews fundamental concepts and concerns in making valid inferences from tests. (SLD)

Describes how school districts can implement alignment between student learning standards and assessments used to measure that learning. Focuses on alignment between standards and assessment in No Child Left Behind Act, the types of alignment studies requested by states and districts, and using the results of alignment studies to inform practice.…

Describes the key features of the Collegiate Learning Assessment (CLA) project, which assesses the "value added" of an institution. The project assesses the institutional contribution to student learning through a focus on general education skills and the assessment of student performance relative to other students and through a…

Discusses five aspects of higher education assessment: institutional and program accreditation, commercial rankings, the National Research Council's effort to assess research doctorate programs, the Association of American Universities' (AAU) revised membership policy and its evaluation component, and an AAU project seeking to develop better…

While rankings are a popular method for comparing the relative quality of higher education institutions, there is much confusion and debate over which indicators to use and how to present the information in ranked format. This article offers some guidelines in both areas as well as questions to consider at each stage of the ranking process.…

Describes the development of a mathematics profile to assess students in terms of intended outcomes. Ideas incorporated into the profile include determining what counts as progress; justifying the curriculum in terms of expected outcome rather than teaching specific curricula; and basing judgments about the success of the system, school, and…

Asserts that efforts to improve student learning must be tied to ongoing evaluation and assessment, and offers tips on conducting this evaluation. (EV)

Argues that standards, not testing, is the most important component of state educational accountability systems. Recommends that teachers and administrators engage in standards analysis and curriculum alignment. (PKP)