Describes the special practices and concerns which apply to evaluation and accountability in mediated services. Issues are raised which offer potential obstacles to the development of sound evaluation and reporting practices. However, ways to reduce the seriousness of those obstacles are also presented. (Author)

Provides the administrator with guidelines for use in evaluating teachers' implementations of basal reader programs. (HOD)

Distills the guidelines contained in a guide for New Mexico school administrators to use in making contract-related decisions involving teachers. The guide was compiled by a group comprising teachers, school officials, and university representatives. The guide is not official policy. (Author/IRT)

Encourages theatre teachers to take into account accreditation and assessment standards. Proposes that theatre education will continue to be marginalized in academic institutions if these standards are not considered. Concludes that it is only with a comprehensive view of their institutions that theatre teachers may place their work in its proper…

Modifies Ned Flanders'"Flanders' Interaction Analysis Categories" (FIAC) so that it becomes an effective, evaluative tool to guide tutors and administrators as they define tutors' roles. (RS)

Describes a large-scale model of portfolio assessment that used papers collected from 27 fifth grade students throughout a school district in Durham, New Hampshire. Highlights information that can be gleaned from this approach to assessment, and notes that instruction should be adapted to respond to the results of the assessment. (MM)

Review New Zealand's language arts assessment practices at all grade levels. Suggests alternative approaches to student evaluation. (MM)

Discusses four decision-making models and applies them to the evaluation of staff development programs. (SR)

Explains portfolio assessment and how it can be used by educators. Provides responses from three educators who offer their perspectives and suggestions for using portfolio assessment to evaluate reading and writing. (MG)

Suggestions are made for each step in the process of selecting textbooks to support classroom instruction of hearing-impaired students. Steps include conducting a needs assessment, locating potential materials, defining roles of selection committee members, and developing evaluation criteria. An evaluation form and a timeline for the selection…

Reviews a variety of instruments that child welfare workers can use in the assessment and treatment of child abuse and neglect. Focuses on self-report inventories, behavior rating scales, structured interviews, and observational coding systems. (RJC)

This article looks at the limits of traditional assessment techniques and argues for dynamic assessment of students with disabilities. The critical features of five models of dynamic assessment are described. The limitations of dynamic assessment are considered, and guidelines are offered to further the use of this approach. (Author/DB)

Discusses the actual evaluation procedures of magnet schools from several standpoints, including evaluation methodology, using actual evaluations, and new evaluation research areas. (SR)

Explains how to create an organizational system that will result in good performance. Topics discussed include process versus system; two views of a system, i.e., mechanistic and organic; and components of a system, including performance guides, measurement of results, feedback, and training. (LRW)

Only assessment can tell middle school physical education teachers whether their students are learning. The paper offers a list of assessment tools, including structured observations, written tests, student logs and journals, role playing and simulations, reports, and projects. The paper also recommends using rubrics to assess the quality of…