Relationships between pretraining skills, learning, and posttest performance were studied in spatial and verbal tasks for 84 preschool children. The measurement model that fit the data best maintained separate verbal and spatial domains. The best structural model included paths from pretest and learning assessments to posttest performance within…

Data from large-scale international studies for 13 countries indicate that U.S. students are clearly not the most heavily tested students on earth if one compares systemwide tests by their duration. In the United States, tests are much more likely to be of low consequence for the student. (SLD)

A method to investigate consequential evidence of validity for a state assessment developed to change teacher instructional practices is presented. Survey responses from over 1,000 Kansas teachers were used to construct a path model that allowed effects of the state assessment to be studied at building and teacher levels. (SLD)

Describes the development of an educational audit tool to assess the quality of the learning environment for nursing students in practice settings. The tool evaluates the physical environment, the learning climate, and students' perceptions. (SK)

Reviews challenges to evaluation that are presented by integrated school-based services. Describes field-based evaluation approaches designed to yield valid and useful information about such programs. Calls for multistage evaluation approaches which includes qualitative and quantitative and process and outcome evaluations. Places emphasis on…

Considers equity issues of highstakes tests conducted by computer, including whether this new form of assessment actually helps level the playing field for students or represents a new cycle of assessment inequality. Two computer tests are assessed: Praxis I: Academic Skills Assessment; and the computerized version of the Graduate Record…

States that international and national evaluations of educational achievement provide data on distributions, structures, and correlates students' competence and achievement. Argues that these cross-sectional designs do not allow any conclusions on the antecedents and consequences of students' achievement, or on educational interventions. Discusses…

Discusses and addresses the implications for Jewish education within the context of public education. Highlights a case in which a California school district tried to improve student test scores. Argues for the importance of vision and purpose as a means to change Jewish education. Includes references. (CMK)

Discusses the institutional inventory completed at Schoolcraft College (Michigan), which focused on how to learn or teach necessary skills, the skills that are important for success, and the best way to assess skills necessary for competency. Reports that most stakeholders agreed on the skills that are important for success, but they held various…

Describes a toolkit that was developed to help faculty members evaluate learning that uses information and communication technologies. Presents a two-part evaluation of the toolkit's impact which demonstrates that this approach enhances design, supports reflection, and prompts users to consider the most appropriate approach to evaluation.…

Presents a set of guiding principles for the development of standards for representing student educational assessment information. Identifies essential informational components of alternative assessment records and suggests a standard form for their representation. Considerations of systemic educational reform issues are briefly described insofar…

Reported are the results of a survey of 221 K-4 mathematics teachers on the extent to which they were aware agreed with the underlying principles observed the practices recommended by the Curriculum and Evaluation Standards for School Mathematics. (CW)

Examines the reasons why one-third of the teachers in a large urban school district rated the quality of their school highly but did not want their own children to attend the school where they taught. Finds the following explanations: (1) overall school quality; (2) disciplinary consistency; and (3) racial attitudes. Discusses policy implications.…

Under certain conditions it may be possible to determine the difficulty of previously untested test items. Although no recipe can be provided, reflections on this topic are presented, drawing on concepts of item banking. A functional constructive method is suggested as having the most potential. (SLD)

Notes that while a number of viewpoints about adult literacy assessment exist, no one perspective dominates the field. Argues that both standardized tests and competency-based assessment poorly serve the adult learner. Argues that assessment of the adult learner can be conducted on an informal, nonthreatening basis. (RS)