Describes several standardized tests designed for adult literacy assessment, as well as informal assessment procedures, and promising developments for the future. (SR)

Clarifies the term "emergent literacy" and reviews significant informal assessment techniques, record-keeping systems, and reporting measures appropriate for emergent literacy. Discusses guidelines for whole-language assessment. Suggests areas of evaluation to be considered for inclusion in a locally developed emergent literacy assessment system.…

Focuses on three informal assessment tools (reading, retelling, and interviewing) for early literacy behaviors, and describes their use with a second-grade student. (SR)

Suggests that, to better gauge children's learning progress, teachers and schools should put less emphasis on standardized tests and more emphasis on continuous classroom assessment of students. (MDM)

Since engagement in physical activity is now identified as an important outcome for students, teachers need to assess their students in ways that measure that behavior. Assessment serves many purposes in an educational setting. It can provide feedback, drive instructional needs, and evaluate outcomes of both students and programs. If done…

GED (General Educational Development) learners are a diverse group--just like ABE (Adult Basic Education) and ESL (English as a second language) learners. For some, passing the GED tests closes the door on a history of defeat and failure and allows them to move ahead personally. Achieving the goal of passing all five GED tests is not easy for some…

Findings from a study that explored the ways in which principals use information on school quality are presented in this paper. The effects of school level, years of administrative experience, students' socioeconomic status, and school performance are also examined. Methodology involved interviews and follow-up interviews with a total of 38…

The development of the Cambridge Assessment of Spoken English (CASE) is reviewed, with particular reference to the trialling and validation of the rating scales. The objectives of the test are to assess an individual's ability to produce and process spoken English; demonstrate the ability to communicate in English through the use of grammatical,…

Reported are highlights of elementary school students' responses to the question: "What good things would you tell your friends about this school?" Students were enrolled in eight unusually successful elementary schools participating in the U.S. Department of Education's 1985-86 Elementary School Recognition Program. Composed of 6 to 12…

The paper describes a "mini-assessment" designed to help teachers understand the nature and extent of students' learning problems. A distinction is made between children with reading problems due to neurological differences and those with problems due to emotional, educational, or cultural factors. The importance of identifying and referring the…

Intended to translate the content of the 1985 report "Becoming a Nation of Readers" into particular points that all groups can look for in their schools, this checklist consists of 30 questions to help a school or school system assess its strengths and weaknesses. The 30 questions evaluate the categories of philosophy, curriculum…

Evaluation and grading are individual and unique components of the formal learning/teaching process. Both acts embrace moral as well as ethical concerns which demand thorough, reflective attention. As teachers, we must admit to the subjectivity of both and use that subjectivity in a positive striving toward fairness. Our concern should be with the…

The paper addresses identification of the young gifted child and explores research on the importance of early recognition and programs designed to meet the needs of gifted students. The history of gifted education and early childhood education is traced. Reasons for intervention, such as maximizing the potential of the gifted child, are pointed…

A brief list of questions is offered as a checklist for local school districts who have developed a language arts curriculum plan and who want to appraise their work. The questions elicit information on curriculum design, key components and elements of the curriculum plan, teacher role, continuity, sequence, flexibility, implementation, and…

The value of reading ability lies in its use rather than its possession; therefore, how students feel about reading may be as important as whether or not they are able to read. Helping children develop positive attitudes toward reading, learning the reading interests of children, and helping children develop positive self-concepts through…