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Student Evaluation

  • A 75-Year Legacy on Assessment: Reflections from an Interview with Ralph W. Tyler
    This article presents an interview with Professor Ralph W. Tyler (a pioneer in the field of education and assessment) that lends some historical perspective to the current alternative assessment movement.
  • A Computerized Screening Instrument of Language Learnability
    This article presents further analyses of a pilot study that examined the effectiveness of a computerized language screening instrument for 60 multicultural children (ages 7-8). Results suggest that because of its computerization and language learnability features, this innovative instrument may be an effective alternative to current screening procedures.
  • Art Education: Does Multiculturalism Equal Diversity?
    In U.S. schools, art education at many levels focuses predominantly on Western European art.
  • Assessment in the Context of Culture and Pedagogy: A Collaborative Effort, a Meaningful Goal. Introduction and Overview
    The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments.
  • Assessment of Students with Learning Disabilities: Current Issues and Future Directions
    Current issues in the assessment of students with learning disabilities are identified, including use of physiological and neuropsychological measures, discrepancy criteria, curriculum-based measurement, dynamic assessment, performance and portfolio assessment, and assessment of learning disabilities in bilingual and multicultural contexts. (Author/DB).
  • Best and Promising Practices in Developmental Disabilities
    Twenty-six papers on the education of students with developmental disabilities are divided into 7 sections on: (1) definition and placement; (2) assessment and curriculum; (3) instructional strategies; (4) individual needs; (5) systematic and data-based instruction and management; (6) family involvement and community attitudes; and (7) appropriate services.
  • Creating Culturally Responsive, Inclusive Classrooms
    This article provides the following guidelines for creating culturally responsive, inclusive classrooms: use a range of culturally sensitive methods and materials, create a classroom atmosphere that respects individuals and their cultures, foster an interactive classroom learning environment, employ ongoing and culturally aware assessments, and collaborate with other professionals and families. (Contains references.) (CR).
  • Culturally Responsive Assessment: Development Strategies and Validity Issues
    Discusses challenges to the development of culturally responsive assessments, focusing on issues of validity that include construct underrepresentation, score generalizability, curricular relevance, value implications, and content/experience bias. (SLD).
  • Educating One and All: Students with Disabilities and Standards-Based Reform
    In this report, the Committee on Goals 2000 and the Inclusion of Students with Disabilities reports on a systematic comparison of the policies and practices related to standards-based reform and special education. This report assesses the extent to which the goals of common standards and individualized education can be reconciled.
  • Equity Pedagogy: An Essential Component of Multicultural Education
    Equity pedagogy involves teaching strategies and environments that help diverse students attain necessary knowledge, skills, and attitudes for functioning effectively within a just, democratic society. The article examines how equity pedagogy interacts with other dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, and social structure).
  • Help or Hindrance? Staff Perspectives on Developmental Assessment in Multicultural Early Childhood Settings
    Thirty-five staff members' views on developmental assessment in a multicultural early childhood setting are described and used to initiate a critique of current practice in assessment of young children. Staff expressed a range of opinions from endorsement to frank rejection of the utility, validity, and ethics of developmental assessment.
  • Improving Attainment through Action Research: An Introduction to Hillingdon's Raising Achievement Project
    Describes the Raising Achievement Project designed to address the need for more information on the performance of ethnic minorities for whom English is an additional language, and the need for support for children who have passed the initial stages of learning English. It also describes the action research model used to answer questions about bilingual children's performance.
  • Issues and Trends in Literacy Education. Second Edition
    Noting the field of literacy education is vast and complicated, this book identifies the most significant issues and trends facing literacy educators today and to locate sources that explain principal viewpoints on these issues. Each chapter is made up of four parts: a brief introduction to the topic, the articles themselves, an annotated bibliography, and suggestions for further involvement.
  • Issues in Educating Students with Disabilities. The LEA Series on Special Education and Disability
    This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes.
  • Issues in Educating Students with Disabilities. The LEA Series on Special Education and Disability
    This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes. It addresses the definition of disabilities, the assessment of disabilities, instruction, special populations, special education legislation and policy, and integration.
  • Measuring Outcomes and Setting Standards: A Brief Overview
    This paper presents an overview of a plenary panel entitled "Measuring Outcomes and Setting Standards in Languages Education." "Outcomes" implies what learners take away from their course, while the term "standards" seems commonly to have at least two senses: first it may imply some yardstick or framework against which learner performance, the content of tests and examinations, or the goals of the courses may be measured; second, it implies a "framework of reference.".
  • Multicultural Issues and Attention Deficit Disorders
    Current inadequacies in addressing the instructional needs of multicultural students with attention deficit disorder (ADD) are discussed, along with language and learning style issues. Approaches for instruction and evaluation of students are suggested that take into account diverse learning styles.
  • Notes from a Kidwatcher: Selected Writings of Yetta M. Goodman
    The 23 articles chosen for this anthology of Yetta M. Goodman's writings were chosen based on historical importance, centrality to her body of work, availability, and/or ongoing relevance to teachers.
  • Portfolio Assessment and Special Education Students
    The potential of portfolio assessment in special education is addressed, including its value in displaying authentic tasks, a listing of potential portfolio items, advantages of portfolio assessment, possible problems, examples from special education, case studies, and guidelines for developing and using portfolios.
  • Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2
    This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement.
  • Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities
    This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education.
  • Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds
    Suggests social constructivism offers implications for reshaping schooling to correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. Proposes a conceptual framework.
  • Toward an Empowering Multicultural Assessment Technique
    Discusses the move toward teaching strategies designed to empower students, sharing one university professor's experiences with a cooperative learning method of student assessment in a teacher training multicultural education course that utilized an empowering model. (SM).
  • Trends and Issues in English Instruction, 1998 Summaries of Informal Annual Discussions of the Commissions
    Information on current trends and issues informally discussed and then delineated by the directors of six National Council of Teachers of English commissions, is presented in this 15th annual report.
  • Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment
    Designed to help teachers think about, analyze, and make decisions on literacy instruction, this book provides the conceptual framework and methodology to put the ideas of Lev Vygotsky into practice for classroom literacy instruction. The book claims that Vygotsky's ideas provide a cohesive framework and an operational model that teachers can use to integrate and apply topics in literacy learning such as whole language, emergent literacy, writing, integrating literature in content areas, collaborative learning, teacher decision making, technology as a tool for literacy development, and dynamic assessment for explaining children's diversity in and potential for literacy development.
  • Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment
    Designed to help teachers think about, analyze, and make decisions on literacy instruction, this book provides the conceptual framework and methodology to put the ideas of Lev Vygotsky into practice for classroom literacy instruction.