Outlines factors to consider in assessing and evaluating continuing education programs and elaborates on seven questions to guide the process: purpose, audience, who should evaluate, what to evaluate, evaluation criteria, methods, and reporting of results. (Contains 15 references.) (SK)

To demonstrate the impact of planned learning on company performance, direct relationships between training and systematic job performance improvements were observed. Results were used to refine Kirkpatrick's four-level evaluation model with an intermediate level 3.5 (performance impact) between levels 3 (behavior) and 4 (results). (Contains 29…

Identifies critical variables that underlie young adults' performance on document literacy tasks from the National Assessment of Educational Progress's Young Adult Literacy study. Argues that the variables identified and document grammar developed could help improve the usability of documents, assist readers in understanding documents, and develop…

In Medicine Hat, Alberta, standardized test results are not made public and are used as a tool for identifying strengths and dealing with weaknesses. Teachers review test results, then propose changes and try new approaches. However, Edmonton Public Schools, Alberta, released test results for each of the 190 schools in the district, claiming the…

Discusses the value of using case studies for instructional purposes with adult learners, presents a taxonomy for developing cases, and suggests methods for using three different levels of case materials. The use of case materials for assessment and formal testing is discussed, and research oriented case materials are suggested. (15 references)…

Inquires into the question of how the necessity for a radical critique of education is justified, based on a comparative analysis of the argumentational structures used by Alice Miller and Jean Jacques Rousseau. Hypothesizes that both approaches are based on a concept of the origin of human societies based on the modern version of "the myth…

An overview of means of assessing school effectiveness in Australia is presented. Frameworks for assessment, sources of information (annual reports, committees of inquiry, and monitoring of achievement and non-cognitive outcomes), and process measures (curriculum changes and teaching) are discussed. (TJH)

A Chapter I evaluator reflects on developments in her role within the Title One/Chapter One Program through five phases. The phases were characterized, successively, by broad acceptance, defensiveness, indifference, negativity, and openness to criticism. (TJH)

An editorial policy statement on the nature of the new journal "Applied Measurement in Education" is provided. The journal's intent is to improve measurement practice and communication between academicians and educational measurement practitioners in the field. This journal will contain articles with clear implications for applied measurement…

Key issues for the future of assessment in colleges and universities are discussed including: assessment may be a response to external demands, however, its locus and main effects are within the institution; assessment's ultimate purpose is improvement; assessment practices emphasize utilization of information; participation by stakeholders is…

Behaviorist, competency-based approaches to assessment should be replaced by the application of latent trait theory, a relaxation of "testing," and the use of expert judgment of those involved in vocational education. Examples from the construction industry illustrate the procedure. (SK)

A new model, the acceleration model, is proposed in the framework of the heterogeneous case of the graded response model, based on processing functions defined for a finite or enumerable number of steps. The model is expected to be useful in cognitive assessment. (SLD)

In Boston, the Urban District Assessment Consortium's accountability assessments evaluate at the school/district level. Community members participate in test development, administration, rating, and reporting. Community involvement enables consideration of multiple perspectives and equitable expectations and opportunities. (SK)

Suggests that the quality status of universities must be evaluated on an ongoing basis, but the evaluation perspectives need to be changed. Interest from the superior's point of view should focus on whether and how departments follow up their quality. Presents a workable model for this type of assessment based on four dimensions. (LZ)

According to responses from 37 of 55 continuing education providers in the United Kingdom, the ideal of improving practice through quality assurance (QA) conflicts with pragmatic income generation and participant satisfaction; QA procedures used include participant questionnaires and informal tutor and participant feedback; and primary QA barriers…