Discusses the interaction of several factors that contribute to the success of interdisciplinary teaching teams at the middle school level. Describes importance of planning time, team size, keeping students in teams, designating team areas, and longevity of teaching teams. Considers how these research-based principles can guide the improvement of…

Discusses the National Catholic Education Association's (NCEA) Assessment of Catechesis Religious Education (ACRE), what specifically is being measured, and the process put in place during item and assessment development to maximize the quality and suitability of its results. Describes religious education domains and key concepts measured. (CJW)

Argues that balance between assessment of learning, which is being practiced, and assessment for learning, which is not, are essential to maximize student achievement. Suggests a plan of action to actuate assessment for learning. (Contains 10 references.) (PKP)

Argues that because of research evidence linking competent assessment with academic achievement, all states should require assessment competence for teacher, administrator, and counselor licenses; reviews current status of state requirements; briefly describes assessment standards developed by several national organizations; describes several…

Reviews advantages and shortcomings of computerized grading programs and electronic grade books. Concludes that despite advantages of these grading tools, teachers still have professional responsibility for fairly and accurately assigning student grades. (PKP)

Discusses the evaluation of teaching by students via online methods. Considers quality improvement in universities, flexible evaluation methods, and institutional strategies; and proposes criteria for successful online evaluation tools based on a case study of online evaluation at the University of South Australia. (Author/LRW)

Tracks an ongoing, 15-year initiative to reform and assess a general education program. Identifies four key phases in the process, chronicling emergent challenges, key setbacks, and noteworthy successes. Identifies five key lessons that may prove useful to other institutions integrating assessment into their general education program. (EV)

Computer-based testing can provide flexibility, instant feedback, and individualized assessment. The most straightforward use of computer testing is for traditional performance and accountability functions as evidenced in Georgia, North Carolina, Oregon, Pennsylvania, and Virginia. Other states are using computer-based testing for diagnostic and…

Reports on the results of a study involving an innovative assessment program initiated to investigate student predictions and revised explanations regarding a variety of optical phenomena. Suggests that the introduction of new forms of assessment in science education, although desirable, will require significant reordering of the goals and…

A parallel may be drawn between pressure to perform in sports and pressures on schools to perform. Schools, like athletes, are often tempted to use artificial performance-enhancing substances. Application of such measures (prescribed standards, devolution, and fads) leads to undesirable consequences. Alternatives are suggested. (Contains 26…

The potentially huge number of questions in a national database offers the opportunity for open testing where each student has his own test and can take the test in his own time, saving on supervision and PCs. (Author/ASK)

Discusses the leadership role of the National Assessment of Educational Progress (NAEP) in the inclusion of special-needs students in large-scale assessments. (Author)

Discusses the kinds of abilities and knowledge that are measured in investigative performance assessment tasks in science. Questions the emphasis placed on the assessment of problem-solving and higher-order skills and calls for a rationale for performance assessment in the dimension of "scientific argumentation." (SLD)

Reviews the assessment practices of a classroom teacher using a different focus. Discusses the reasons for assessment, what needs to be assessed, and managing the assessment recording and reporting. (ASK)

The "University-Level Environment Questionnaire" (ULEQ) was field-tested and validated on a sample of 489 academics from 52 departments in 28 Australian universities. The final form of the ULEQ consists of 42 items assigned to seven scales: Academic Freedom, Concern for Undergraduate Learning, Concern for Research and Scholarship,…