Describes an evaluation instrument for college-level introductory American government courses which measures mastery of facts covered by the course. Class lectures do not include the facts; students must learn them through readings and discussions. The instrument thus measures student knowledge gain as well as teaching effectiveness. (AV)

The author uses a student-directed game-creation exercise to evaluate student learning in a freshman level university geography course. Students are instructed to develop a game demonstrating knowledge of basic population-resource interactions which have been discussed in classes during the course. (Author/AV)

The author recommends an organized national review of the economics discipline in Britain. More precise specification of economic knowledge and skills is required for teacher training, curriculum development, and efficient teaching. (Author/AV)

Rationales and assumptions for the inclusion of fine arts instruction in elementary and secondary schools are presented and current activity in such instruction examined. (MJB)

Reports the findings of a study involving teacher assessment of practical work in secondary level physics courses taught in Northern Ireland. Assessment is made by a single standardized examination. (SL)

The author describes the qualitative features of learning by school pupils in Russia who have completed education under an experimental system. This is done through analysis of certain aspects of their school work in the middle and upper grades. (Author/RM)

Surveys leading positions in political education in Western Germany and outlines the main aspects of neo-conservative, liberal, and socialist thought. For journal availability, see SO 505 820. (Author/DB)

Discusses the difficulties that arise when tests designed for one purpose are used for another. Points out that tests reflect the characteristics of the institutions that use them and emphasizes the need for more careful design of actual instructional programs as well as of the tests intended to assess learning. (Author/GC)

Now is the time to reassess the functions of education and to accept a realistic picture of the actual contribution of schooling to young people and to our national life. (MM)

The work ethic and the success of a system based increasingly upon consumerism has created an image of man in which the quality of life is measured in terms of quantity and ownership of goods; in ethics and attitude, our system of education is creating an ideally receptive population for the producer-consumer society. (JD)

Argues that there are many sources of information about schools other than standardized tests and questionnaires, and stresses the value of careful, unobtrusive observations that are well focused and intelligently interpreted. Lists numerous unobtrusive criteria for possible use in evaluating students, school programs, and school personnel. (JG)

Evidence is cited from one situation that suggests that test anxiety has a positive influence on performance in course assessment, which may be viewed as a less stressful test situation. This result is discussed in terms of Spence's "drive theory." (Author/LBH)

Article states: "It is important to develop selected criteria to utilize in the making of decisions in teaching and learning situations in the school setting." The author recommends and discusses several possible criteria. (Author/RW)

Launched from a social studies class, the institute for Political and Legal Education shows students how government really operates by getting them involved in it. (Editor)