Discusses the increasing use of assessment as a market signal and as an index of educational accountability. It is argued that, through a failure to state clearly the purpose of assessment, educational reform in this area is overly concerned with the means rather than the ends of education. (47 references) (MLF)

Two reviews consider the program-evaluation standards of the Joint Committee on Standards for Educational Evaluations. This edition makes the complexity, risks, and power of evaluation clear through descriptive writing and case illustrations. The organization and content of the standards document are described. (SLD)

Examines the word frequency studies that preceded the 1944 Thorndike-Lorge count and places those investigations in their broad, cultural perspective. Draws attention to the impact of the studies on knowledge about language and its development, educational curriculum and assessment, and methods of research. (MG)

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)

In an excerpt from "Horace's School: Redesigning the American High School," Theodore Sizer states that what is needed is raised expectations within the various agencies that now affect standards rather than their demotion and replacement by a more centralized system. Public policy must address the two barriers to excellence--public…

Clarifies the term "emergent literacy" and reviews significant informal assessment techniques, record-keeping systems, and reporting measures appropriate for emergent literacy. Discusses guidelines for whole-language assessment. Suggests areas of evaluation to be considered for inclusion in a locally developed emergent literacy assessment system.…

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)

Presents strategies teachers might use to assess and promote beginning readers' phonemic awareness, a factor shown to be strongly linked to the successful acquisition of reading ability. (MG)

Industry-based skill assessment and certification should (1) be independent of training providers; (2) use variety of instruments; (3) recognize multiple levels of mastery; (4) promote broad training and continuous learning; (5) be geared to high-performance work organizations; (6) be voluntary; and (7) be flexible to keep pace with technology.…

Reviews 7 books on curriculum and instruction. Among the themes are that reform should begin within the schools; schools must redefine intelligence as the ability to solve problems; and schools should use the past 20 years' worth of research on teaching and learning. Two books trace the political history of the Head Start Program. (MLF)

Entertains some general ideas about what arts accountability might look like, keeping in mind the obvious though often overlooked premise that testing should always be in the interests of the children tested. States why accountability is good for reasons beyond its perceived political expediency and outlines some of the major features necessary…

A review of public demand for accountability uncovers three types of educational assessment problems: demand for valid reading measures, need for a broader range of assessments, and value of assessments for various audiences. Integration of the various types of assessments is recommended. (SK)

Educational reforms will not automatically have the same effects for native English speakers and English language learners (ELLs). Equitable assessment for ELLs must consider equity issues of assessment technologies, provide information on ELLs' developing language abilities and content-area achievement, and be comprehensive, flexible, progress…

Develops the concept of policy model as an analytical tool for educational policy studies, using the Irish educational system as the cultural setting. Defines policy models as frameworks embodying linguistic, normative, and epistemic dimensions governing policy processes. Describes characteristics of policy model in relation to aspects of the…

This book is a collection of nine commissioned papers that consider the educational reform represented by performance assessments, their advantages and disadvantages, and the challenges of successful implementation. Both theoretical and practical issues are addressed. (SLD)