Explored are the potential and limitations of the National Curriculum (United Kingdom) and its associated assessment arrangements for promoting the continuity between elementary and secondary school science. Recommendations for improving the articulation between educational levels in science are provided. (CW)

Explains portfolio assessment and how it can be used by educators. Provides responses from three educators who offer their perspectives and suggestions for using portfolio assessment to evaluate reading and writing. (MG)

Uses the Archdiocese of New York to illustrate the Catholic Church's successes and failures in religious education. Discusses the archdiocese's efforts to reduce widespread ignorance of the teachings of the Second Vatican Council, including a community needs assessment and a weekend Synod. Highlights religious education needs. (DMM)

A model for competency-based assessment of communication skills uses a holistic, authentic approach to assess competence and a process approach to assess communication skills. The model is based on the concept of a dynamic communication environment, including context, content, and interactants. (SK)

The quality of a child-care program can be evaluated from above, by visiting adults and observers; below, by the children in the program; outside, by parents served by the program; inside, by the staff of the program; and the perspective of society, which sponsors the program. The implications of these multiple perspectives are discussed. (MDM)

Unreliable assessment practices persist across the country. Regents College has reviewed over 100 randomly selected programs and created a database of assessment programs that use unreliable practices. Assessment processes and academic programs of integrity should be built on consistently valid and reliable principles. (JOW)

Managers/executives (n=42), training directors (n=47), trainers (n=45), and supervisors (n=33) identified the primary methods of evaluating training transfer as testing and performance evaluation. Supervisors estimated that 67% of training is transferred. The most used strategies to improve transfer were program modifications, improved training…

Discusses problems with using performance measures for distance education that are meant for traditional education, based on experiences at the Open University/Open College of British Columbia and Athabasca University in Alberta (Canada). Considers performance indicators and accountability, and suggests indicators more appropriate for distance…

Discusses the implementation and influence of the National Council of Teachers of Mathematics (NCTM) three standards-focused documents since they were published eight years ago. (Author/ASK)

Assessment of learning organizations is not a scientific but a political endeavor, better served by heuristic measures. These measures assess conditions in which there is high probability that learning is occurring, enable participants to assess the learning climate, and make the learning climate a focus of inquiry. (SK)

Developed a project-based alternative assessment system for interdisciplinary complex learning settings for 180 sixth graders in an Israeli elementary school and studied school-community collaboration in an industry/environment project. The developed assessment was meaningful and suitable for its target curriculum and population. (SLD)

In Scotland, a school subject department's "performance" is determined by its "relative rating," which compares the mean grade that its candidates achieve in that subject's national examination with their mean grade in all other subjects. Analysis of 1997 Year-11 examination results demonstrates that the relative rating is…

Methods for assessing nonformal learning must have a strong legal and legitimate basis. Institutional design and acceptance of value hinge on these methods. The strength of new assessment approaches will be defined by their ability to provide information. (SK)

Six crises are (1) regarding literacy as a single personal attribute; (2) regarding literacy level or practices as a matter of moral accountability; (3) responding punitively or educationally; (4) confusing testable competencies with cultural practices; (5) regarding school and standard literacy practices as the only ones that affect economic or…

Concept mapping and sorting in education stresses relationships between concepts, applications of mapping, processes, and grounding in learning theory. In business and public administration the emphasis is on decision making and planning. (SK)