Coordination of roles of academic departments, evaluation units, and institutional planning units is advocated as an effective approach to evaluating educational program and student performance outcomes. A model to effect this coordination is described in terms of purposes, characteristics, and structure. In the process model, four guideposts,…

Reflects on a study involving 92 general educators and 114 special educators that examined perceptions of actual and preferred preassessment-related team activities and team members. Discusses commonalities between preassessment and educational reform, provides an overview of the importance of preassessment, and outlines a model for preassessment.…

During a "planning" period in the teachers' lounge of a large American high school, conversation turned to uniform, numerical grading systems versus locally determined letter grades. Then various teachers attempted to apply numerical grades to a colleague's coffee-making skills, and a visiting superintendent missed out on a grade-A cup of coffee.…

Competencies such as those identified in the National Career Development Guidelines should be part of comprehensive career planning. Plans should document competencies currently achieved and include a plan of action for achieving additional competencies. Review of the plan should determine whether it is based upon individual interests, goals, and…

Argues for collaborative efforts in student evaluation. In this situation the teacher and students would negotiate the entire process of evaluation from the definition of criteria to their application. (HOD)

The Virginia Department of Education is developing a plan that would require all students to complete a common core of learning with outcomes based on seven dimensions of living. Students successfully completing a statewide assessment of critical knowledge and skills by the end of 10th grade would continue their education by choosing one of three…

Presents a cooperative education model that correlates the student's occupational objective with his/her training station. Components of the model discussed are (1) the task analysis, (2) the job description, (3) training plans, and (4) student evaluation. (LRA)

Discusses the need for all secondary students, particularly individuals with disabilities, to undergo transition assessment. Topics discussed include the definition and purpose of transition assessment, policies that facilitate the provision of assessment services, and an overview of the methods and people involved in the transition assessment…

Discusses the need for fundamental restructuring of language arts instruction. Discusses the benefits of the whole-language approach and the current problems with testing, use of instructional time, and the lack of teacher support. (PRA)

Colleges and universities typically record student achievement through a system of number and grades. This system of documenting student learning is based on the assumption that students progressively carry with them and build on their learning as they advance through courses. However, learning is more than an aggregation of courses and credits.…

Comments on the conclusions and recommendations emanating from a conference on the role of testing in teaching and learning. (JT)

This brief paper on gifted children with attention deficit hyperactivity disorder (AD/HD) focuses on the special educational needs of this population. Emphasis is on four major conclusions: (1) gifted children with AD/HD differ from average children with AD/HD in cognitive, social, and emotional variables (e.g., the gifted child is likely to show…

A future-based assessment/intervention model is proposed for improved programing for students with mental retardation. The model is an extension of curriculum-based assessment but takes into consideration students' abilities and individual goals and objectives. The assessment model is linked closely with instruction and is particularly valuable…

Steps that states, schools, and colleges should take to prepare students to meet higher college standards are identified, with a focus on two points: developing higher and clearer college entry standards and developing statewide assessments to identify high school students who need additional preparation. Eight suggestions are offered: (1) states…

In accordance with legislative mandate, the Office of the Chancellor for California Community Colleges is seeking to develop principles and policies regarding credit/noncredit courses. This progress report outlines six principles on credit/noncredit determination which include the requirements that: (1) credit/noncredit status be determined by…