Discusses the strengths and weaknesses of profile assessment of students in chemistry. (SL)

Impact analysis culminates in the formulation of outcome measures that describe college impact in terms of demonstrable change in student attitudes and behavior. Outcome measures meet the data needs of state policy-makers as well as institutional planners, and thus invite external support and cooperation rather than control. (JG)

Discusses the pros and cons of grading and standardized tests as well as intuitive evaluations. (MS)

Asserts that the basic ethical question about any evaluation program is whether it is judgmental and destructive or is constructive and serves the needs of students. Suggests that curriculum evaluation studies seldom consider the equality of educational opportunity or the availability of noncognitive learning opportunities. (Author/JG)

Different components of a course assessment system are demonstrated to have a differential weighting on the overall scores unless compensated for by normalizing scores. Then multiple choice tests, essays, and practical exercises correlate well in terms of student ranking. Traditional examinations correlate less well and may be measuring other…

The traditional "test and measurement" approach to educational evaluation is contrasted with the "use of information for decision-making" developed in the industrial sector. Evaluation strategy should be determined by an analysis of the problem and the decisions to be made. (Author/LBH)

Discusses classroom problems and teacher responsibility suggesting a need for a major redirection in the areas of curriculum development, educational assessment, and teacher training. (RK)

Presents several series of statements that one can use to evaluate such areas as school goals, program characteristics, and performance characteristics of the school. (Author/IRT)

Explores the evaluation process in the education system and the claim that evaluations must serve as appropriate and valid tools for developing new pedagogical objectives. A truly effective evaluation procedure requires specialized research and training for those who implement and carry out those evaluations. (TR)

This article responds to the "Standards for Evaluation of Educational Programs, Projects and Materials" by addressing three issues in qualitative research: (1) data quality; (2) data verification; and (3) collusion between evaluators and their sponsors. To be of maximum international value, the standards report needs more emphasis on…

The lack of overriding rationale and theoretical anchors in "Standards for the Evaluation of Educational Programs, Projects and Materials" creates difficulties when adapting the standards to local situations. The limitations of the book's treatment of ethical considerations, evaluation, utilization, and research management procedures for…

Before beginning assessment programs, institutions should carefully examine the literature on assessment practice, including the experiences of other institutions. Sources on assessment and a list of representative assessment programs are presented. (MLW)

A quantitative procedure is presented for identifying effective schools, those producing superior student test performance (grades 2-11), in 1983 in Dallas. Stipend awards were given to teachers in schools ranked in the top quarter of each grade level category using the lower bound statistic based on individually standardized gain scores to rank…

The events leading up to a controversial external evaluation in a small school district in Chicago are described from the client's viewpoint. Focus is on the community unrest and tension that shaped the evaluation contract. (TJH)

Uses Florida as an example of statewide testing in the United States and presents an unfavorable comparison with the General Certificate of Secondary Education (GCSE), to be used in the United Kingdom. Major points of concern are (1) the multiple choice format, and (2) lack of teacher input. (NH)