Using evidence of student learning to evaluate teacher effectiveness is discussed. Since standardized achievement tests cannot and will not do the job, alternatives are explored. Evaluators should focus not on test results derived from centralized standardized testing programs, but on results derived from teachers' classroom assessments of student…

Alternative approaches to the evaluation of teacher cognition are compared in this review, which identifies five such approaches: direct, noninferential assessment of teacher beliefs; contextual analyses of teachers' descriptive language; taxonomies for assessing self-reflection and metacognition; multimethod evaluations of pedagogical content…

Tests and combinations of tests for evaluating science programs that are designed to incorporate content, process skills, and problem-solving skills are discussed. Described are the use of written and practical tests, observation and discussion, and projects and written work. (CW)

Multidimensional aspects of school effectiveness and areas for future research are discussed. Issues of stability of school effects, sampling, aggregate versus disaggregate data, school context, and outcome measures reflect some concerns of current school-effectiveness researchers. The debate over the unit of analysis and macrolevel/microlevel…

Discussed is the nature of the classroom experience in the United States for girls including teaching methods and assessment. A brief analysis of the problem is presented. Six specific suggestions for improving instruction for girls are included. (CW)

Outcomes assessment reduced to its simplest definition is quality control. Characteristics of the new Accreditation Standards for Dental Education Programs include: patient oriented, take a definite posture in relation to the specialties, create a minimally educated practitioner, are process oriented, and provide a form of quality assurance in…

Commonly employed measures of school quality can lead to very misleading results. Especially at the state level, nonrepresentative data such as aggregate Scholastic Aptitude Test scores provide very biased measures of school performance. Far superior are direct estimates of achievement growth. (SK)

Reviews the reasons for conducting institutional assessments regardless of college size. Identifies the elements of institutional effectiveness and translates them into six questions with quantifiable answers, which when tallied produce an overall assessment of program effectiveness. (DMM)

Reviewed are several attempts to assess the science skills of elementary school youngsters including the First International Science Study (1970); The Second IEA Science Study (1986); the British Assessment of Performance Unit (1985); and two National Assessment of Educational Progress studies (1972-73 and 1986). Study characteristics are noted,…

It is suggested that some of the technology applied to state Scholastic Aptitude Test scores to measure states' educational performance (particularly use of a truncated Gaussian model) may make it possible to adjust National Assessment of Educational Progress (NAEP) scores to make inferences about state educational progress possible. (SLD)

Compares the effectiveness of the Concepts about Print (CAP) Test and the Metropolitan Readiness Test (MRT) in assessing the literacy development of both normal and at-risk primary students. Finds the CAP to be an effective predictor for at-risk children. Finds the MRT not worth the time, effort, and cost of administration. (RS)

State education agency consultants (N=23) and local education agency administrators (N=124) rated criteria used to evaluate the success of programs for behavior-disordered/seriously emotionally disturbed students. Rated most important were student progress in the program, student movement to a less restrictive environment, and student success in…

Discusses the global and analytical approaches to reading assessment. Points out that the first approaches reading as a self-contained activity, while the second presupposes both a reading model and a reader model. Applies each to the context of reading assessment in France. Suggests discarding the global approach as a diagnostic tool. (KO)

A 34-item instrument for assessing attitudes about merit pay for teachers was developed and administered to 237 teachers and 86 administrators. Two months later, in a replication study, the instrument was administered to 193 teachers, 107 administrators, and 135 parents. The instrument has high reliability. (SLD)

The effects of cooperative learning strategy manipulations on the enactment and recall of a medical procedure were examined, using 98 undergraduates. Results shed light on prevalent theories of skill acquisition. Written recall of the procedure was enhanced by prior performance, and performance was enhanced by prior recall. (TJH)