Interviews with policymakers, administrators, students, and faculty about portfolio assessment found that all groups questioned its academic integrity, all lacked sufficient information, and leaders did not attempt to institutionalize the process. However, students derived important personal benefits. (SK)

Argues that curriculum reforms within developed nations do not define standards for student achievement in the visual arts and do little toward assisting the achievement of consistent and meaningful judgments of students' studio work. Proposes a "community as arbiter of quality" concept as an assessment strategy for visual arts. (DSK)

Supports the views espoused by Doug Boughton in his accompanying essay. Argues that there is an imperative to establish some form of generalizable standards in visual arts education in the face of pressures to cut less essential programs from school budgets. Expands on some of Boughton's points. (DSK)

Presents a letter to the Governor of California from a teacher who questions the appropriateness of standardized testing and teaching to the test and who recommends that the Governor become a leader in protecting, empowering, and authentically educating today's students. Concludes by recommending several books on how to enhance students' health…

In this article, the author reports the plans of Department of Education to release proposed regulations on testing flexibility for certain students with disabilities, which will guide states in the lengthy process of developing new assessments. In April, Secretary of Education Margaret Spellings announced that 2 percent of students in special…

The speech communication discipline seems to be stuck in status quo. The current climate of the discipline K-12 is one that is not mobilized for the future. However, a paradigm shift within the Speech Communication Association may be evolving in the creation of a model for the process for development of assessment strategies and instruments.…

This report provides an analysis of academic achievement in Southern Regional Education Board (SREB) states. Findings show that more students in the South are taking more challenging courses to prepare for college and careers. The percentage of high school graduates completing 4 years of English and 3 years each of social studies, mathematics, and…

Perspectives on educational assessment in U.S. higher education are offered. Assessment is viewed as a tradition of evaluation based on theories and methods distinct from those that underlie tests and testing. Assessment is part of a new movement toward more active teaching and learning that focuses on performance, multiple judgments about this…

Criterion-referenced measurement has been hailed as one of the most significant developments in the recent history of educational evaluation. Its presence should be felt in the social studies over the next few years. The first part of the paper illustrates the differences between criterion-referenced and norm-referenced measurement--purpose for…

The purpose of this report is to help in the evolution of these systems by examining the measures used, including, but not limited to, tests. The author asks: Are these the best measures? Are they used right? Are there other measures that should be employed? It is the model of reform itself that is examined, and the report does not address…

This self-study handbook focuses on: (1) "Self-Study and Peer Review" (including the role of "Characteristics of Excellence in Higher Education," the Middle States Commission on Higher Education's statement of standards for accreditation); (2) "Models and Approaches to Self-Study" (the comprehensive model, the comprehensive with special emphasis…

The reauthorization of the Elementary and Secondary Education Act in 1994 includes explicit requirements to ensure that students served by its Title I are given the same opportunity to achieve high standards and are held to the same high expectations as all students in each state. By the spring of 2000, states should be prepared to submit evidence…

This digest describes state policies and teacher dilemmas in using proficiency tests and standardized assessment. Currently, 19 states require mandated assessment for high school graduation and several other states are considering such requirements. Standards-based assessment needs to be accompanied by a clear set of grade-level goals so teachers,…

This set of mini-lessons contains staff meeting activities to help a school's staff understand large-scale standards-based assessment and promote student achievement through improved classroom assessment practice. These lessons contain a clear statement of what teachers need to know and be able to do with respect to student assessment. They…

To get a valid picture of program impact via comprehensive data collection, combined with a focus on standards, an evaluation of a professional development program for elementary and secondary level teachers of science was carried out at the University of Hawaii at Manoa. This paper presents selected examples from the program evaluation, designed…