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…

The methodology of P. E. Holland and P. R. Rosenbaum (1986) to assess unidimensionality of binary data is outlined and illustrated through a simulation with 36 items for 2,000 examinees. How to interpret the results is discussed. (SLD)

Presents critical review of traditional testing practices and offers unificationist perspective as next logical step in the evolution of psychological and educational measurement. Unificationist view is defined and contrasted to traditional test validation strategies. (Author/ABL)

Examines significant changes in the assessment of adolescents who struggle with reading (beginning in the early 1900s with the beginning of test development and the problem of what to do with adolescents who were poor readers). Discusses the broader improvements in educational assessment in general. (SR)

Argues, in contrast to David Hargreaves, that libertarianism implies a mild presumption against school choice, and that notions of common good are significant to educational decision making only when deciding between sets of institutions that perform equally well at delivering their obligations. Links these issues to questions about school choice.…

The six chapters of this theme issue focus on equivalence and comparability issues in international assessment, examining the impact of these issues on the validity of international assessments and the interpretation of results, including those of the Third International Mathematics and Science Study. (SLD)

Discusses the future of standardized testing in the United States. Higher standards in testing are as necessary as they are in education generally. Standardized testing has produced more numbers, but has not resulted in better or more usable information for teachers. (SLD)

Describes the initial assessment of a range of knowledge and skills that might be desired in first-year entrants to some engineering and mathematics programs. Results are expressed in terms of probable preparedness. Discusses how information obtained can be used to design appropriate teaching, learning, and assessment strategies to best meet the…

Assessment of informal and nonformal learning requires resolution of three questions: how to define competencies, how to measure them, and how to ensure the legitimacy of the measure. Assessment and certification procedures must be well defined and robust, with quality assurance methods accepted by all stakeholders. (Contains 22 references.) (SK)

Assessment of achievement seemingly conflicts with the adult education principle of the intrinsic value of learning. Assessment and accreditation can support adult learning if the curriculum is based on learner needs and if assessment and accreditation are based on the needs of the curriculum. (SK)

Argues that it is essential to introduce alternatives to the traditional assessment approaches (usually examinations) used in Norwegian higher education. Proposes that the focus should be on the basis for selecting assessment methods, rather than on the methods themselves and that methods that empower students such as portfolio assessment should…

Discusses efforts to revitalize middle schools in Guilford County, North Carolina. Describes five revitalization strategies used in the process: formation of a middle school task force, development of a middle school concept, staff development, principal role, and school evaluation. (JPB)

Explores the place of faculty and faculty values in the process of assessing the work of higher education. Searches to find better ways to put the intellectual work of faculty and students at the center of the educational concerns and at the center of assessment models. Suggests that faculty should devote themselves to teaching the first-year…

Outlines development being carried out by the newly formed Qualifications and Assessment Authority that attempts to put new mathematics qualifications for post-16 students into place. Describes the nature of the units developed to date and presents a possible framework in which they will be developed. Discusses the assessment of the students' work…