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)

Reviews the literature from the Educational Resources Information Center (ERIC) on the issue of students, evaluating their teachers. (RB)

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)

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…

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

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

Describes what competitive grading procedures do to students and suggests alternatives. (RB)

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

Lists suggestions for alternative methods of evaluation that will bring teaching and evaluation methods into close correspondence (as opposed to following creative teaching with a memorization test). Contends methods of evaluation should become part of the learning process, not just measure recall of information given by the teacher. (SKC)

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)

Describes a testing task and scoring instrument for determining a reader's comprehension. (HTH)

Argues that informal assessment is an important bridge between formal assessment and classroom instruction. Notes that one way to keep an informal record of a student's progress is to maintain a portfolio, a collection of student work that reveals both affective and cognitive growth. (RS)