This chapter gives an overview of the design and statistical and psychometric analysis methods of the National Assessment of Educational Progress (NAEP). The evolution of the NAEP continues to provide challenges to statisticians and psychometricians, as demonstrated in the expansion of the NAEP to the assessment of individual states. (SLD)

Scaling methodologies used in analysis of National Assessment of Educational Progress (NAEP) surveys since 1984 are reviewed. The plausible values methodology developed for NAEP scale-score analyses is described in the contexts of item response theory and average response method scaling. Current NAEP research in scaling is discussed. (SLD)

A total of 951 school psychologists responded to a survey about language learning disabilities and speech/language referral practices. Findings suggest limited training about speech and language disorders and a need to develop greater awareness of appropriate assessment measures among school psychologists. (SLD)

Reviews the background and history of the "Guidelines for Geographic Education: Elementary and Secondary Schools," which were 10 years old in 1994. Argues that, although it is too early to determine whether the reform efforts in geography are successful, the guidelines may be a basis for a renaissance in geographic education. (CFR)

By 1992, all states had adopted the Governmental Accounting Standards Board's (GASB) Generally Accepted Accounting Practices (GAAP). However, not all governments had implemented them by that date. Points out the advantages and weaknesses of GAAP. Concludes that the uniformity in accounting rules give greater assurance that the information…

College administrators often overlook the valuable assistance than can be provided by the college internal audit unit as they implement principles of total quality management. This unit is in a good position to conduct performance audits of departments and programs, the results of which can provide meaningful information to assist in…

Findings from a survey of rural school administrators in Oregon include profiles of three superintendent-principals that practice democratic leadership. Findings contrast with a national study that painted a discouraging picture of rural schooling in which few superintendents had a vision of working with people in collaborative ways. (LP)

Describes a student survey to assess the effectiveness of Niagara County Community College's general education program. Students were asked to assess their own levels of competence in various knowledge and skill areas, and to evaluate the college's contributions to their skill development. Most students felt the college had helped them develop…

It is argued that establishing assessment criteria in teacher evaluation is not synonymous with demonstrating content validity. Validity and standards-related issues in developing teacher performance assessment criteria are discussed, with reference to the Praxis Series of professional assessments for beginning teachers. (SLD)

Explores issues involved in using assessments to define standards and encourage efforts to meet them and compares the European examination system with the American testing system. Also considered are issues of the definition of learning domains in ways that do not encourage narrowly focused training on specific assessment items. (SLD)

Development of a comprehensive indicators program will enable evaluation of the effectiveness of educational reform in Saskatchewan (Canada). Pilot projects in three school districts representing large urban, small urban, and rural settings began during the 1992-93 school year and the first annual provincial indicators report was issued in 1994.…

A questionnaire about the effects of standardized testing and the meaning of scores and score gains was completed by 341 upper elementary school teachers. Teachers of lower socioeconomic status (SES) students appear to be under greater pressure to improve scores and focus on test content than teachers in higher SES schools. (SLD)

Principal themes associated with assessment and evaluation as these constructs or concepts have evolved in relation to special education in England and Wales are discussed, concentrating on developments since 1978. Shortcomings of the proposed National Curriculum with regard to special needs students are discussed. (SLD)

Process indicators (PIs) of school functioning and their place within the educational indicators systems are discussed. Literature is reviewed as a basis for selection of PIs for an integral model of school effectiveness. Although it is difficult to collect data on PIs, they provide valuable information on system functioning. (SLD)

The Network for Outcome-Based Schools developed an accreditation process designed to assess the degree to which the outcome-based education (OBE) paradigm is in place in schools or school districts. Three attributes of the process and the importance of OBE and OBE accreditation are discussed. (SM)