Notes that, although informal comments by teachers regarding building principals and other reading leaders are important, formal feedback from a survey or questionnaire helps to objectify the evaluation process and to provide principals with a more complete picture. Presents a survey for teacher evaluation of reading leaders. Offers suggestions…

Maintains that assessment in workplace literacy programs must meet the unique needs of learners, unions, management, and literacy providers. Identifies those needs and suggests ways of addressing them. (SR)

Maintains that a fresh perspective is needed on secondary reading assessment. Discusses several factors that should be, but are not, included in secondary reading assessment, and describes barriers to advances in such assessment. (SR)

Shows how to assure fairness in grading essay exams by having students place a code number instead of their names on their essays. Notes that student reaction has been overwhelmingly positive. Argues that the approach can be used in a wide variety of educational circumstances. (RS)

Describes a composition teacher's efforts to diagnose her vocational college students' literacy skills by using a more authentic performance assessment that integrates reading and writing. (SR)

Discusses three measures of process assessment, describing checklists, conferences, and self-assessment that focus on the writing process and what writers do as they write. (SR)

Describes an approach to teaching the essay exam unit in a university reading and studies skills class. Notes that students grade their own essay answers. (SR)

Presents an approach to evaluation of reading instruction called CIPP (context, input, process, product), including: methods for discovering the needs of each student, getting input from students and colleagues concerning possible action, implementing evaluation in the process of instruction, and then carrying out an evaluation of the final…

Suggests class activities in three short articles including: (1) "Students Evaluate Reading," by Lenore Sandel; (2) "Solving Verbal Analogies," by Edward J. Dwyer; and (3) "Becoming Testwise," by Dean Schoen. (RS)

Describes an instrument, the College Reading Specialist Competency Checklist, that assesses the competencies of reading and study skills specialists. (HOD)

Presents guidelines for use in examining the comprehensibility of a textbook, questions to ask about the book, and suggestions for using the guide questions. (FL)

Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Presents a rating scale that pinpoints linguistic areas where second-language learners have special difficulty. (AEA)

Validates the college-level designation of the Fry Graph using comparative validity data. (AEA)

Describes and evaluates the Integrated Assessment System, an extensive and flexible language arts assessment system designed to help teachers assess reading and writing skills using genuine, process-oriented, holistic reading and writing tasks. (SR)