Discusses means of improving curriculum evaluation, especially with respect to the Australian science curriculum. Provides a clear definition of curriculum'' and suggests a master model for curriculum evaluation. Recent trends in procedures for evaluating student progress are also outlined. (JR)

In this two-part article, attention is directed to the need for teachers to be concerned with curriculum evaluation, using both objective and subjective data. Data from an Australian Science Education Project (ASEP) trial are used to demonstrate techniques that the teacher might employ in objectively evaluating his own courses. (JR)

Discusses the variety of roles that measurement and evaluation can play in improving the quality of instruction in science. Three types of evaluation are distinguished (preparative, formative, and summative evaluation), and the purpose and value of each type in the instructional process are analyzed. (JR)

Examines the need for preparative evaluation (identifying important preliminary concepts and measuring their attainment) of a number of physical and mathematical concepts in chemistry. It is frequently incorrectly assumed that beginning chemistry students have mastered basic concepts. Consequently students are unlikely to achieve success in more…

Describes a curriculum evaluation model that includes a focus of evaluation and the method of evaluation. Identifies three distinct modes of evaluation: unstructured subjective observation, semi-structured consensus of opinion, and structured objective observation. Outlines the role played by curriculum evaluation in science education today. (GS)

Describes the use of written and practical tests to evaluate achievement of some objectives of the Australian Science Education Project (ASEP). Achievement varied on the two tests. It is argued that good curriculum evaluation needs both types of assessment to accurately reflect student learning. (RH)

Describes analysis of data obtained from junior science classes studying the Australian Science Education Project in Tasmania (Australia) in 1973. Test scores were obtained on the TOES and the TOUS. Results of the analysis are reported and interpreted. (RH)

Provides an assessment chart that can be used in evaluating students in student-oriented, inquiry-oriented science courses. (BR)

The study was conducted to analyze the suitability of cognitive abilities described in Bloom's Taxonomy to PSSC based examinations in Australia. Point biserial correlations were used to analyze results. No evidence was found for relevancy between ability, as represented in the Taxonomy, and questions constructed in relation to content validity.…

Discusses assessment in the context of a national curriculum and issues that have arisen in England as a result of the introduction of a national curriculum about seven years ago. Outlines the public view, the official view, and teachers' views about assessment that were obtained using questionnaires. (JRH)

Described is the development of an attitude scale related to science for Papua New Guinea. Secondary school students and villagers with relatively little education were involved in the development of the scale. (RH)

Describes some characteristics of teachers that were significantly correlated with observed changes in students' achievement of some PSSC objectives in Victorian schools. (AL)

Summarizes some of the recent literature on the use of portfolios and identifies how portfolio assessment differs from traditional methods of assessment. Highlights some of the possibilities that portfolios offer for improved educational practice. Contains 16 references. (JRH)

Presents the theoretical advantages of banks of test items from which tests with pre-determined characteristics can be constructed, with particular emphasis on the possibility of providing comparable achievement data concerning students from different schools without forcing all to take exactly the same test. Reviews some related literature. (AL)