Describes a statewide project in Vermont in which teachers developed a scoring rubric containing criteria that promote a common understanding of what constitutes effective problem solving and the assessment of effective problem solving. (DDR)

This discussion of the use of expert performance as the basis for inferring assessment scoring criteria in evaluating student performance considers characteristics of experts and difficulties in use of adult expertise to evaluate student performance. The use of gifted students' performances as benchmarks is suggested as possibly providing…

Explains that the Teacher Rating of Oral Language and Literacy (TROLL) measures skills critical to the New Standards for Speaking and Listening. Notes that TROLL is used to track children's progress in language and literacy development; to inform curriculum; and to stimulate parent teacher communication. Concludes children who are busy talking,…

Responds to a critique of this author's article on consideration of purpose and intended use when making evaluations of assessments, commenting on three areas from that critique that warrant further discussion: considering the uses of assessment tools; global quality versus content specificity; and creating a toolkit of measures for examining…

A novel Web-based Accountability Model (WAM) for assessment and learning in a Teacher Education Program was implemented. The objective is to explain the rationale for the WAM model, how it was implemented as the web-based Education Accountability System (EAS), and the impacts on the organization and the individual. Standards were followed in the…

The authors describe a potential disconnect between research and practice in literacy assessment and instruction. They organize discussion around professionally recognized standards for the evaluation of educational assessments and assessment practices. These standards address both technical aspects of tests (e.g., validity; reliability;…

Standards-based reform has been America's premier education strategy for more than a decade. Its many backers seek stronger school and student performance and more equal opportunities for children, especially disadvantaged youngsters. Education is attracting more high-level attention and political energy than ever before. Yet standards-based…

This article reports on the research design and implications stemming from a statewide evaluation developed during a Department of Education Title IID (EETT) grant. This article introduces critical issues to consider while developing research and evaluation methods for technology integration projects. The North Carolina IMPACT project, an…

This policy brief examines several questions regarding the impact of No Child Left Behind (NCLB) on students with disabilities, including: What are the benefits of the law? What are the unintended consequences? Does NCLB conflict with the federal Individuals with Disabilities Education Improvement Act (IDEIA)? In addition, the author conducted an…

Over the last several years, state boards of education have become increasingly engaged in the development of content and performance standards and the assessments that will accompany them. This guidebook provides information on the move toward standards-based education. Part 1 provides a brief historical overview that places the standards…

Drawing from a review of the literature and direct experience, this paper discusses key issues in developmental mathematics placement. First, the controversial practice of mandatory placement is examined, citing research results that support the practice and those that do not. Next, the diversity of developmental math placement standards is…

The purpose of this booklet is to illustrate and compare three important levels of expectation, or standards, that have been set for diploma examination writing in English 33 in Alberta, Canada: "3 Satisfactory,""4 Proficient," and "5 Excellent." The booklet presents exemplar papers that were used to illustrate the…

This report provides data received from postsecondary education/professional accrediting bodies regarding the extent to which outcomes and institutional or program effectiveness are reflected in each of the following: (1) accreditation standards; (2) accreditation guidelines; (3) policy statements; (4) accreditation practices (self-study, visiting…

Although the topic of effective schools is a popular one among today's educators, researchers, and publishers, there still is no commonly agreed upon definition of an effective school. One definition given by Ronald Edmonds and Lawrence Lezotte is notably precise, measurable, attainable, and easy to determine. They defined an effective school as…

Facing the problem of a wide discrepancy in grading standards for student essays, the English department at a Texas community college developed a standardized method of grading students' expository and persuasive essays. The department established a committee of 10 full-time instructors whose objective was to standardize grading for all required…