Cautions that criterion referenced tests are no more effective at diagnosing comprehension subskills than are traditional instruments, and they may lend false credibility to the subskill approach to comprehension. (AEA)

Estimation is by means of iterative convergence to maximum likelihood estimates, and two approaches to assessing fit of the model to sample data are discussed. Relation of this general probabilistic model to other, more restricted models is explored and three cases of the general model are applied to exemplary data. (Author/RC)

On April 5, 2002, the Montana Office of Public Instruction (OPI) entered into a compliance agreement with the U.S. Department of Education to bring the state into compliance with the provisions of the following federal laws: Title I of the Elementary and Secondary Education Act (ESEA) of 1994, P.L. 103-382 and the No Child Left Behind Act (NCLB)…

Achieving a fair and objective evaluation of teacher performance is not easy. Student test results have been used to assess teacher performance, but this approach has many weaknesses, especially because students differ from school to school and standardized tests are open to questions about their fairness. Criterion-referenced tests have been…

Describes an assessment instrument for evaluating basic reading skills, the Minimal Reading Proficiency Assessment. (TO)

The potential of Holland's theory for use in the vocational guidance of adult women depends in part on more validity data with regard to the conceptual meaningfulness of the constructs. This study reports the findings of a correlative analysis between scores on Holland's Vocational Preference Inventory (VPI), which measures the six styles,'' and…

A description of the design and operation of a computerized objective based instructional support system. Single-point-in-time criterion mastery testing and periodic trend test sampling combine to form a dynamic evaluation system. (Author)

The purpose of this study was to examine the assembly and system models of reading with respect to the development of phoneme-grapheme association skills in normal and disabled readers. (Author)

In general Achievement Test scores appeared to be more valid predictors of grades in English and Mathematics courses than were scores on a scholastic aptitude or general intelligence test. (Authors)

Evaluation, learning and instruction are complex and inter-related processes. A sound philosophy and methodology of evaluation demands that evaluation be considered in context. (Author)

A study of conservation of length concepts covering the symmetric, asymmetric, reflexive, nonreflexive, and transitive relations. Their order of development was traced during the course of a 15-lesson sequence of related instruction. (MM)

Studies of the ability of elderly debilitated patients to respond to conceptual training and their differential response to different kinds of conceptual shifts. (Authors/MB)