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)

Shows how to assure fairness in grading essay exams by having students place a code number instead of their names on their essays. Notes that student reaction has been overwhelmingly positive. Argues that the approach can be used in a wide variety of educational circumstances. (RS)

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)

Discusses three measures of process assessment, describing checklists, conferences, and self-assessment that focus on the writing process and what writers do as they write. (SR)

Describes an approach to teaching the essay exam unit in a university reading and studies skills class. Notes that students grade their own essay answers. (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 what competitive grading procedures do to students and suggests alternatives. (RB)

Describes and evaluates the Integrated Assessment System, an extensive and flexible language arts assessment system designed to help teachers assess reading and writing skills using genuine, process-oriented, holistic reading and writing tasks. (SR)

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)

Surveys members of the International Reading Association concerning current assessment practices. Finds that, although innovative assessment practices as well as those most often used tend to be more holistic/naturalistic in nature, some respondents listed standardized tests as an innovative approach for disabled readers. (RS)

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)