Reviews current approaches to the examination of medical students' clinical competence, mentioning differences in approaches adopted in Australia, Great Britain, and North America. Test methods used in examination are discussed critically and their separate strengths and weaknesses are highlighted. Newer approaches involving multiple methods and…

Discusses a project in which quantitative and qualitative methodologies were combined in an evaluation of the High School Education Law Project (HELP) in Australia. Qualitative and quantitative evaluation were combined in several aspects of the study including field testing of preliminary versions of HELP materials, further evaluation work on…

Data collected by the National Assessment of Educational Progress (NAEP) on 9-, 13-, and 17-year olds for two periods of time show a decline on items dealing with political knowledge and attitudes; but a gain in ability to describe ways to avoid future wars. (Author/MLF) Aspect of National Assessment (NAEP) dealt with in this document: Results…

The philosophies of House and Rawls are examined as they apply to evaluation practices. It is argued that the relevance of philosophy to evaluation is its sharpening of the sensitivity and intuitions of evaluators to issues of justice, not its ability to justify method. (JMF)

Discusses the state of the humanities in the two-year college. (FL)

Describes and evaluates the effectiveness of a minisociety program which was designed to give elementary school students basic economic skills. Test results are presented. (Author/DB)

With the growing emphasis on efficiency and accountability in education, it would seem imperative that adult educators become more involved in developing evaluation processes which fit their needs. (JOW)

Competency testing can provide helpful information to educators and the public. (Author)

Focuses on the structural components of adaptability during retrenchment in five universities. Literature on organizational structure is reviewed and propositions are set forth which relate structure to adaptability. Finally, propositions are examined in light of case study data. Findings are presented. (Author/DB)

Describes the British framework of nationally recognized qualifications: National and General National Vocational Qualifications. Discusses the assessment process, evidence of achievement, documentation, and quality issues. (SK)

Adult-oriented assessment should be based on five principles: (1) learning is derived from multiple sources; (2) learning engages the whole person; (3) learning and self-direction are promoted by feedback; (4) learning occurs in context; and (5) learning from experience is a unique, meaning-making event contributing to adult learner diversity. (SK)

Portfolio-based assessment of prior learning typically follows Western assumptions about universal, value-based knowledge. It can be strengthened by recognizing that knowledge is embedded in specific social, cultural, and historical contexts. (SK)

Provides suggestions for ensuring that the benefits of using large-scale student assessments are achieved in the face of challenges to their effective use. Reviews fundamental concepts and concerns in making valid inferences from tests. (SLD)

Describes how school districts can implement alignment between student learning standards and assessments used to measure that learning. Focuses on alignment between standards and assessment in No Child Left Behind Act, the types of alignment studies requested by states and districts, and using the results of alignment studies to inform practice.…