British evulative studies in education have taken different approaches from those in America. Although there has been some interchange of ideas, the social context in the two countries is different, requiring different mechanisms for the initiation, implementation, and followup of educational evaluation. There are still lessons to be learned in…

This bulletin addresses all concerned with examinations for the Certificate of Secondary Education, particularly teachers, with suggestions to improve the efficiency and fairness of examining. The bulletin is divided into two parts: Part I - Examining Techniques: General Principles, covers such major subjects as objectives of the course, analysing…

The advantages and disadvantages of the objective-type tests considered for use in Britain for the Certificate of Secondary Education are presented. The objective test is a form of examination in which every question is set in such a way as to have only one right answer. Of the four types of assessment, objective, conventional written (or oral),…

The American system of grading is criticized by a British educator as heavily goal- and test-oriented. Problems arising from use of grade contracts at a large state university for students studying in England are discussed, including student expectations and study habits, differing assessment methods and criteria, and exploitation of faculty. (MSE)

This handbook was developed to give tutors of adult education information and ideas about assessing adult learning. It can be used as a reference for information about assessment and as a practical tool for tutors. Section 1, Introduction to Assessment in Adult Learning, includes information on these topics: what assessment is, how to assess, why…

Reviews and analyzes criticisms of the design of media evaluation studies; suggests guidelines for future evaluation studies, including analyses of learning theories and desired learning outcomes; and describes the application of the evaluative guidelines to an interactive video in an English comprehensive school with 14-year-olds. (Contains 26…

Principal themes associated with assessment and evaluation as these constructs or concepts have evolved in relation to special education in England and Wales are discussed, concentrating on developments since 1978. Shortcomings of the proposed National Curriculum with regard to special needs students are discussed. (SLD)

Study examined how British teachers' attitudes and classroom practice were influenced by government-imposed innovations, noting English teachers' responses to the 1993 Standard Assessment Tasks for 14-year-olds. Results noted teachers initially had strong solidarity in their disapproval of the tests, but their reasons for disapproval varied…

Responds to a previous article that discussed paired testing of oral languages and focused on the role of the examiners, suggesting that the paper was not necessarily correct in saying that the problems associated with paired testing are outweighed by its positive advantages. This paper argues that paired testing has many potential problems that…

Presents a comparative perspective regarding evidence from the British Universities Council for the Education of Teachers to the House of Commons Select Committee concerning methods of evaluating preservice teacher education in England and Wales by the Office for Standards in Education, assessing it from the context of the global village and…

Examines English school inspection before and since 1993 reforms, observations procedures that some schools have adopted, and procedures of various colleges. The balance of accountability and support for improvement varies depending on the details and culture of inspection. In the United States, some experiments with inspection are occurring, and…

Some of the six themes about high stakes testing, based on English, Welsh, and American research, include: not all stakes are perceived as equally high; pressure to respond to tests comes from more than formal stakes; external pressure is useful for changing content taught; and external pressure is less effective in changing instructional strategy…

Current approaches to oral assessment of English in English secondary schools tend to concentrate more on "confidence" and "participation" than on the quality of children's thinking. This undermines the rich possibilities in classroom talk for cognitive development. Behavioural assessment approaches deny the essentially…

Two heads of department in contrasting schools explain why they do not use Level Descriptions at all, other than at the very end of Key Stage 3. Influenced by "assessment for learning" principles, Sally Burnham and Geraint Brown develop a case for using assessment to help pupils grow in understanding of how the discipline of history…

Suggests incorporating into practice those findings that emerge repeatedly in different foster care studies. Identifies four characteristics of children that have been linked to particular outcomes: age at time of placement, contact with biological family, length of time in care, and behavior problems. Shows how incorporation of these factors into…