The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of…

Given the controversy over the use of standardized tests that rely heavily on multiple-choice items reflecting the language, culture, and/or learning style of the middle class majority, arguments are advanced for the use of alternative, supplemental forms of assessment. Informal assessment is defined as techniques that can easily be incorporated…

The second in a series of manuals on adults with learning disabilities, the booklet covers assessment techniques. The nature of assessment as an ongoing process is stressed, and the role of observation (both systematic and nonsystematic) and interview data are discussed. A seven-step evaluation sequence is proposed, with the major goal of…

This monograph supplement to "The Journal of the Academy of Rehabilitative Audiology" contains eight papers on issues and strategies for communication assessment of hearing-impaired children, not only in the area of interpersonal communication, but in classroom and print discourse as well. Titles and authors of the papers are as follows:…

The paper describes principles and procedures of naturalistic assessment as practiced in the Schaumberg Early Education Center (SEEC), a preschool setting for handicapped children. It is explained that a multidisciplinary team observes and interacts with students in an environment that encourages play and spontaneity. The SEEC screening procedure…

The guide provides information on procedures used in the Portage Model, an early home intervention program for rural preschool children with all types of handicapping conditions as well as children functioning within the normal range. Following an introduction (which presents the rationale for parent involvement, rationale for home based programs,…

Classroom teachers frequently need techniques for assessing students' reading comprehension; the retelling technique is a useful tool for this purpose. The technique is divided into two parts, the unaided retelling and the aided or directed retelling. During both parts, open-ended, divergent questioning techniques are used. An excerpt from a…

Delineates and describes four types of questions which may help teachers learn more about student understanding, namely, silent questions, oral questions, written questions, and students' questions. (PK)

Maintains that decisions regarding evaluation should be made in relationship to learning principles based on a developmental perspective. Using these principles as a basis, teachers are better able to select appropriate formal and informal evaluation procedures. Each procedure is defined and its limitations are discussed in terms of effectiveness.…

Traces the history of grading and discusses the complex problem of evaluation and grading of student achievement. Reviews the various reference measures and notes the type of functions grades are supposed to serve. Cites seven alternatives to traditional grading. Concludes that "grades are the tail that wags the dog." (BRR)

Introduces this issue of "The Counseling Psychologist," which considers several contemporary developments and issues in the areas of testing and assessment and their relevance for counseling psychologists. Topics examined by the papers are identified, along with five additional current issues in testing and assessment. (Author/TE)

Argues for a diverse response to the issues and objectives concerning assessment. Highlights a wide variety of assessment procedures from foreign schools, each one relevant to the local culture and educational objectives. Discusses the inherent dangers in overemphasizing, as well as underemphasizing, assessment. (MJP)

Public school speech-language clinicians (n=266) in California were surveyed regarding methods for assessing the language of children ages 4-9. Results are discussed in terms of formal and informal expressive and receptive language assessment and ways in which new assessment tools are identified and incorporated. (Author/JDD)

Examines differences between tests and assessments, two incompatible models of education. Performance assessments make different demands on students than tests, with active application of knowledge and skill to problems. Assessment systems develop students' intellectual, social, and emotional abilities. They require a change in purpose and…