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)

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)

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)

Suggests that continually refined and segmented reading assessment measures may be contributing to reading problems. Discusses three solutions to reading difficulties that have become problems themselves and suggests that more holistic, socially interactive teaching methods are a better solution to reading disabilities. (HTH)

Argues that, because of the strong relationship between attitude and comprehension, teachers should assess students' attitudes toward reading. Discusses types of attitude assessment, cautions in assessment, content area attitudes, and needs in attitude assessment research. Lists resources about attitude and reading as well as frequently used…

Maintains that teacher-based assessment can be a powerful tool. Defines "informed" assessment, describes its features, and discusses conditions that must occur if teacher-based assessment is to reach its full potential. Discusses strategies that help teachers make day-to-day assessment more meaningful and credible. (SR)

Describes and discusses the biases inherent in human judgment and the difficulty of assessing the many facets of reading. Maintains that educators should be more tentative in the decisions they make based on assessment. (SR)

Reviews the Stanford Writing Assessment Program that has three intended uses: district-wide survey of students' writing ability, diagnosis of classroom or district-wide instructional strengths and weaknesses, and staff development through training for administering and scoring of writing samples. Notes that of these uses, none is necessarily best…

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

Identifies standards that may be used in evaluating research reviews. (HOD)

Maintains that college reading programs can use a comprehensive model of assessment, not as a testing or accountability issue, but to reflect current research and match the program to the students. Examines the characteristics of a comprehensive assessment model and discusses such a program designed by the authors. (SR)

Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

Responds to the challenge of textbook censors that content is critical to the process of value formation by presenting other determinants: the theme of the text, the values of the reader as related to that theme, and the teaching strategies implemented. (AEA)

Proposes authentic assessment and pragmatic instruction as two strategies for closing the literacy gap for African Americans. (PRA)