A major challenge facing state policymakers who are demanding a high level of accountability in education is to design an accountability mechanism to track educational reform. The structure and uses of eight exemplary approaches to accountability are examined, resulting in a set of design characteristics for state accountability mechanisms. (TJH)

Experiences of the author in creating and implementing accreditation-like reviews of graduate teacher education programs in Indonesia are described. Lessons are drawn that might be useful for those who want to introduce program evaluation and accreditation into Third World countries. (SLD)

Based on experiences in working with school district staff, suggestions for enhancing evaluation use through stakeholder involvement are discussed in terms of who should be involved, when involvement should occur, and how stakeholders should be involved via a dialogue-dependent process. (SLD)

Presents a variety of literacy evaluation strategies devised and implemented by a teacher who is making the transition to whole language. (MG)

Reviews two recent professional publications concerning alternative assessment: "Portfolio Assessment in the Reading-Writing Classroom" and "Assessment and Evaluation in Whole Language Programs." (MG)

A Michigan school district has developed its own system to ensure the quality of student learning, and the school board has been actively involved. Although ranking near the bottom in Michigan's per-student dollar expenditures, Mattawan students consistently rank among the state's best. (MLF)

A scenario and accompanying questions and answers are posed to help educators examine possible problems in interpreting a student's test score profile. Profiles developed and used soundly are very helpful, but possible pitfalls in test interpretation must be recognized. (SLD)

This review employs a conceptual framework that distinguishes methods of detecting measurement bias based on either observed or unobserved conditional invariance models. The primary interest is in group-level measurement bias. Methods for bias detection in both continuous and ordered-categorical measures are reviewed, as are methods for testlets…

Survey of 43 British secondary teachers showed that the National Curriculum positively influenced teaching methods, encouraging greater variety in delivery and more active learning. Concern was expressed that these practices may be hindered if national assessment tests are narrow in nature and content. (SK)

Reviews the debate over the compatibility of education for academic degrees the competency-based approach required by Britain's National Vocational Qualifications. Considers problems in the definition of competence and the methods of assessment. (SK)

The five chapters of this report provide resources that deal with the validity, generalizability, comparability, performance standards, and fairness, equity, and bias of performance assessments. The book is written for experienced educational measurement practitioners, although an extensive familiarity with performance assessment is not required.…

Evaluates the ultimate goals of environmental and ecological education. Examines two versions of an established outdoor ecology program in a national park. Surveys students (N=700) using knowledge statements. Contains 64 references. (DDR)

Describes the benefits found by five tribal colleges, in Minnesota, Wisconsin, and Michigan, that collaborated to achieve a more culturally aware accreditation assessment. Contends that colleges must have measurable objectives and outcomes and that they should use data to encourage student success. (VWC)

Reports statewide data on post-college earnings of students who last attended a California community college during the 1992-93 academic year. Presents analyses by age group, vocational major, and economic disadvantage. Discusses methodology, as well as policy implications, for using earnings data derived from administrative databases. Contains 14…

Reflects on the personal experiences and research that lead to the idea of recruiting avocation teachers in Jewish supplementary schools. Raises provocative questions about the possibilities and limitations of avocational teachers as a vehicle for improving the quality of these schools. (DSK)