Identifies and analyzes seven threats to authentic evaluation, and predicts implications. Warns educators to beware of the term "standards"; norm-referencing; aggregation; credibility, comparability, and calibration; multiple measures; schemes that rule out varieties of excellence; and "untests." (SR)

Discusses different types of reading program evaluation. (FL)

Examines six challenges that face teachers interested in developing alternative assessments of literacy: (1) clarifying goals; (2) clarifying audiences; (3) selecting and developing assessment techniques; (4) setting performance standards; (5) establishing methods of management; and (6) integrating assessment and instruction. (SR)

Reviews three texts (published in 1991 or 1992) dealing with portfolio assessment in the reading and writing classroom. Notes that portfolios are powerful agents of change and need to be approached cautiously. (RS)

Describes an English teacher educator's changing views on assessment. Discusses four recent books that offer assessment strategies teachers can use to improve their instructional practice, to increase their own learning, and to enhance their programs. (RS)

Explores three aspects of evaluation: to find value in the content of writing; to promote writing growth (as children learn to evaluate themselves as writers and generate possible goals and strategies to attain them); and to rethink the role of teachers who value themselves as learners. (SR)

Looks at a number of features to consider when choosing a computer for classroom use. (FL)

Argues for a more complex view of literate activity guiding curricular and assessment practices. Suggests beginning by counting as basic both a critical literacy and a social imagination--the ability to imagine what it is like to be someone else. (RS)

Presents a framework for literacy assessment that can be adapted to suit the assessment needs of particular schools and districts. Describes a process of decision making about authentic literacy assessments that schools should emulate to achieve consensus about literacy outcomes and processes. Discusses the Kamehameha Elementary Education Program.…

Reports findings of an evaluation of "The Reading Teacher" that concluded the journal was "a fine publication." (FL)

Asserts that the means by which student achievement in reading are reported should be a focus rather than an afterthought. Discusses key questions related to developing report cards that serve a variety of audiences. Provides guidance and models of report cards that are more closely aligned with the literacy curriculum than traditional report…

Asserts that the most powerful assessment occurs in the classroom. Argues that assessment instruments must be used in a social context and for a social purpose. States that it is unfortunate that the critical and reflective aspects of responsible assessment are the most vulnerable in a context of high profile accountability testing. (PRA)

Describes the National Assessment of Educational Progress (NAEP) and its activities. Offers a summary of the 1990 NAEP reading assessment, and describes the 1992 reading assessment. Looks ahead to future NAEP projects and student assessment. (PRA)

Describes way in which National Assessment of Educational Progress materials can be used by educators attempting to set instructional priorities and improve instructional programs. (JC)

Discusses materials for middle grade and high school learners. Explains useful resources for teaching struggling writers. Details a publishing tool, a reading comprehension assessment, and a Scholastic Assessment Tests (SAT) preparation text. (PM)