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This volume contains descriptions of 40 educational programs in the Eugene, Oregon, public schools. This data was collected from interviews with personnel in each program and from the district's budget work-book. The program descriptions cover educational legislation that pertains to each program, program objectives and methods, resources, staff, administrators, changes in program focus, and budget. These descriptions, prepared by the district's Research, Development, and Evaluation Division, will be used by the school district budget committee. (DS)

This compilation presents over 150 resumes of instructional materials in health occupations education which have appeared quarterly in "Abstracts of Instructional Materials in Vocational and Technical Education" (AIM), Fall 1967 through Fall 1971. Resumes cover a broad range of fields and occupations, such as dentistry, dietetics, nursing, paramedical occupations, health personnel, and pharmacy. The resumes are arranged in ascending order according to an accession number and include the following information: (1) author(s), (2) title, (3) institutional source, (4) sponsoring agency, (5) grant, contract, and program area numbers, (6) report and bureau numbers, (7) available sources, (8) descriptors and identifiers which characterize the contents of the document, and (9) an abstract of the document. Author, subject, and conversion of document number indexes are included to help locate the abstracts by page number and accession number. The full texts of documents are available from the original sources or from ERIC Document Reproduction Service (EDRS) as microfiche or xerox reproductions. A sample resume and ordering information for AIM and EDRS reproduction are provided in an introductory section. (SB)

This document presents content and performance standards for physical education in Nevada's public schools. The five content standards are: students will understand and apply movement concepts and principles to the learning and development of motor skills; students will demonstrate competency in many movement forms and proficiency in a few movement forms; students will demonstrate an understanding of dance through skills, techniques, and choreography, and will understand dance as a form of communication; students will achieve and maintain a health-enhancing level of individual fitness for an active lifestyle; and students will demonstrate personal responsibility, positive social interaction, and respect for diversity in physical activity settings. Physical education performance level descriptors are presented for grades 2, 3, 5, 8, and 12. (SM)

As part of ACT's Holistic Framework, ACT researchers developed a Behavioral Skills Framework that can be used to assess behavior in education and work settings. By utilizing specific statements of effective behaviors, known as performance level descriptors (PLDs) (e.g., communicating well in group tasks), the Behavioral Skills Framework is designed to predict successful outcomes, identify potential risks, and propose actionable resolutions by assessing non-cognitive factors (i.e., factors not related to one's intellectual capacity). The present document contains the following: (1) A brief overview of the theory and scientific evidence for the Behavioral Skills Framework, (2) A comprehensive description of the methods used to develop the PLDs; and (3) A description of the anticipated uses of PLDs in assessment.

In April 1993, the Assistant Director-General of the quality-assurance review program in New South Wales, Australia, established guidelines, called "best practices descriptors," to provide schools with collaboratively developed statements that reflect the characteristics of an effective school or classroom. The statements will provide a framework for the evaluation of schools during the school-review process. This paper focuses on the development of the descriptor statements in the domain of teaching and learning, which were formulated during several meetings of the writing group for that domain. The group developed three major categories--the learning environment, student learning, and teaching practices--and next elicited feedback from teachers. During this school-consultation period, schools reported that they used the descriptor statements to debate the business of teaching and learning; to generate professional discussion; and to develop pointers of observable classroom practice. Widespread consultation with all stakeholder groups is scheduled for 1994. Appendices contain information on and a figure depicting experimental learning styles. (LMI)

The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe's (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students' self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course's CALL-Based activities in supporting mediation processes. [For the complete volume, "Tertiary Education Language Learning: A Collection of Research," see ED614100.]

Comprehensive rules, guidelines, and examples are provided for use by ERIC indexers and lexicographers in developing and maintaining the "Thesaurus of ERIC Descriptors." Instructions are included for adding new Descriptors and modifying existing terminology; procedures for justifying these actions are provided, as well. Definitions and functional descriptions are given for the general concepts of "thesaurus" and "descriptors" and for the individual elements included in a standard, structured thesaurus unit, i.e., Main Terms, Descriptor Groups, Scope Notes, UF/USE References, Narrower Terms, Broader Terms, and Related Terms. The purpose and use are described for each of the four sections of the ERIC Thesaurus: Alphabetical Display, Rotated Display, Hierarchical Display, and Descriptor Group Display. Discussions are provided on the use and control of educational terminology, both generally and within the context of the decentralized ERIC Clearinghouse network. Other details are included on the historical development of the ERIC Thesaurus, as well as the present-day Vocabulary Development Program that is involving all ERIC components and users in the ongoing activities of Thesaurus development. (JH)

The OTIS Basic Index Access System (OBIAS) for searching the ERIC data base is described. This system offers two advantages over the previous system. First, search time has been halved, reducing the cost per search to an estimated $10 on a batch basis. Second, the "OTIS ERIC Descripter Catalog" which contains all descriptors used in the ERIC records is updated each quarter. This frequency of updating guarantees a high level of descriptor current awareness. The OBIAS search system is limited to searching against descriptors, published and unpublished, in the current file, thus, history file searches (1968 or before) must be searched with the earlier system. The OBIAS description includes: an overview of the system, system procedures, program documentation, machine configuration, comments and alternatives to the basic system, an example of the search card for OBIAS and statistics of run times. (Author/NH)

An attempt is made to provide a brief outline of the present situation with regard to the language used for computer retrieval. This language is increasingly based on descriptors and thesauri, which contain the key words for manual, mechanical or electronic data retrieval. After a review of the general problem, the document deals with techniques of preparing standardized lists of descriptors, considering them separately from thesauri which represent a higher and more complex level of elaboration which is not always required. Consideration is then given to the classification and construction of descriptors and thesauri, and it is also recommended that this vital aspect of data retrieval should be standardized. Lastly, an outline of some systems of descriptors and thesauri used in the international field is presented, ending with an explanation of the project which, as a subsystem, is being implemented by CLADES. This document should be considered not only as an information document, but also as a working document especially designed to help the participants in the Meeting on Modern Documentation Techniques to decide what standardization principles should be applicable to descriptors and thesauri in the Spanish-speaking region. (Author/NH)

This presentation summarizes a pilot study conducted after the May 2011 administration of the AP Environmental Science Exam. The study used analytical methods based on scaled anchoring as input to a Performance Level Descriptor validation process that solicited systematic input from subject matter experts.

ALL TERMS IN CONTEMPORARY AMERICAN ENGLISH WHICH PERTAIN TO ASPECTS OF HUMAN BEHAVIOR OR PERSONAL CHARACTERISTICS WERE ASSEMBLED FROM AVAILABLE LEXICONS. THESE TERMS WERE CATEGORIZED INTO 15 RUBRICS ON THE BASIS OF JUDGMENTS OF THEIR FAMILIARITY, SPECIFICITY, AND CERTAIN BROAD SEMANTIC CRITERIA. SOME 2,800 TERMS WERE IDENTIFIED WHICH SEEMINGLY REFERRED TO RELATIVELY STABLE AND SPECIFIC "BIOPHYSICAL" TRAITS OF INDIVIDUALS. THESE WORDS WERE PRESENTED TO GROUPS OF UNIVERSITY UNDERGRADUATES TO DETERMINE FAMILIARITY LEVELS, SPECIFICITY OF CONNOTATIVE MEANING, AND A VARIETY OF PSYCHOMETRIC OPERATING CHARACTERISTICS (E.G., ENDORSEMENT RATES FOR SELF AND FOR OTHERS, DESIRABILITY, ETC.). RESULTS OF THE ANALYSIS OF THESE DATA ARE PRESENTED AND SOME OF THEIR POTENTIAL USES FOR TEST DEVELOPMENT AND PERSONALITY DESCRIPTION ARE SUGGESTED. ADDITIONAL ANALYSES CURRENTLY IN PROGRESS DIRECTED TOWARD FURTHER REFINEMENT OF THE SET AND THE DEVELOPMENT OF A STRUCTURED TAXONOMY BASED ON THESE DESCRIPTORS ARE BRIEFLY OUTLINED. (AUTHOR)

The "PARCC College- and Career-Ready (CCR) Determinations in ELA/literacy and mathematics" describe the academic knowledge, skills, and practices in English language arts/literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry-level, credit-bearing courses and relevant technical courses in those content areas at two- and four-year public institutions of higher education. The CCR Determination will provide policymakers, educators, parents, and students with a clear signal about the level of academic preparation needed for success in these postsecondary courses. It will provide a strong indicator of college and career readiness that can be used to set performance goals at any level and show progress towards those goals. Finally, students who attain a CCR Determination in ELA/literacy and/or mathematics will have a tangible benefit--direct entry into relevant entry-level, credit-bearing courses without need for remediation.

The literature on teaching is replete with definitions and examples of good teaching. They include the traits and characteristics of the best instructors, teachers, and professors. In recent years, the literature included the impact of teaching on the student learner, thus coming full circle, from teacher to learner. The literature provides good information, but it is the experience of one's peers that provides reliable and current information. Since 1998, over 1000 faculty, mostly engineering faculty, have considered 5 questions concerning good teaching. They have pair-shared the results, and those results have accumulated. Collectively they have defined good teaching: the methods, the results and measures, and the need for good teaching to ensure that classes and courses are successful. They have even discussed the definition and meaning of "successful." They have assigned adjectives and phrases as exemplars for the best practices of instructors/teachers/professors. In 2006, in discussions with colleagues at a teaching and learning conference, the question arose about the possibility that all teachers think approximately the same way about teaching. In response to these musings researchers conducted a survey of a non-engineering comparison group of faculty from two liberal arts related institutions who were asked to comment on the same five questions concerning good teaching: 66 responses were obtained, and their results are listed and compared below. This paper presents the results of the discussions and the survey on good teaching. It ties the results of faculty discussions and the survey with the literature and the voices of students who have discussed good teaching with educational psychologists. It shows that the fundamentals of good teaching are simple and attainable by every faculty member, and it frames a few of the most important traits and characteristics that the best instructors, teachers, and professors possess.

The "Nevada English Language Arts Standards" are intended to give Nevada children the tools and experiences that will help them not only to succeed in school but also to become lifelong and adept readers, writers, listeners, and speakers. The scope of English language arts study extends far beyond the English language arts classroom. Students apply the skills learned there in every content area. Many of the standards set out for younger students are on the surface similar to those written for high school students--what changes between the sets of expectations is the developmental abilities of students to, for example, write more sophisticated compositions or read more complex texts. This document contains supplemental information not included in previous editions. First, suggested interdisciplinary links have been noted at the bottom of each box, when applicable, for Grades 2, 3, 5, 8, and 12. Second, for the Benchmark Grades of 2, 3, 5, 8, and 12, each of the benchmark standards were prioritized based on a 3-part framework which included Enduring Knowledge, Important Knowledge, and Knowledge Worth Being Familiar With. In addition, for each of the benchmark standards in Grades 3, 5, 8, and 12, a determination was made as to whether the standard would be assessed locally by school district personnel or through a state assessment. The document provides keys to the coding used throughout regarding interdisciplinary links by subject area, prioritization framework, and assessment level. It is divided into: Introduction; Content Standards and Indicators of Progress, Kindergarten through Grade 4; Content Standards and Indicators of Progress, Grades 5 through 12; and Glossary. Appended are performance level descriptors detailing: Exceeds Standard; Meets Standard; Approaches Standard; or Below Standard.(NKA)

The Nevada Science Standards represent a common core for curriculum throughout Nevada's schools. The Nevada Science Standards are intended to provide Nevada students with a rich, thorough, and varied science education to prepare them for the challenges, discoveries, and demands of life in the 21st century. The two main sections of the document provide content standards for grades 2, 3, 5, 8, and 12, indicators of progress for grades K, 1, 4, 6, and 7, and Performance Level Descriptors. (MM)

The Illinois Learning Standards are state content standards that describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performance standards that would indicate how well students should perform to meet the state standards. The performance standards describe how well students perform at various points on an educational development continuum. The continuum shows how students can demonstrate mastery of progressively more difficult content and cognitive skills over 10 incremental stages of development. Performance within each stage can be assessed by the extent to which students are meeting the standards (starting, approaching, meeting, exceeding). Performance standards include four essential elements: (1) performance descriptors, (2) performance levels, (3) assessment tasks, and (4) performance examples. The performance standards supplement the Illinois Learning Standards by providing sufficient detail and examples to enable teachers to establish appropriate grade level performance expectations for students. The Illinois social science performance descriptors described in this booklet are for grades 6-12. The booklet contains five sections: (1) "Introduction" (Design for Performance Standards; Vision for Social Science Performance; Intended Use and Interpretation); (2) "Social Science Performance Descriptors"; (3) "Glossary"; (4) "Relationship of Performance Descriptors to National and State Standards"; and (5) "References" (n=12). (BT)

Compiled to provide access to some of the latest resource material, research findings, and/or developments in rural education, this bibliography supplements the previous publications, providing cumulative coverage. Part 1 of this supplement contains 196 citations and abstracts taken from the July 1974-March 1975 issues of "Resources in Education" (RIE). Each RIE entry includes an Educational Resources Information Center (ERIC) accession number, publication date, title, author(s), descriptors, identifiers, descriptive note, and an abstract. Derived from the July 1974-March 1975 issues of "Current Index to Journals in Education" (CIJE), Part 2 includes 106 citations which are annotated when necessary. Each CIJE entry includes an ERIC accession number, publication date, title, author(s), descriptors, identifiers, and journal citation. A wide variety of material (annual reports, technical reports, books, program descriptions, etc.) is covered. Subject areas most frequently cited include: rural youth; rural urban differences, rural development; migration patterns; economic disadvantagement; and developing nations. Part 3 provides an RIE/CIJE subject index, while Part 4 provides a list of the standing order microfiche collections in the country. Ordering information is appended. (JC)

Based on research conducted by the National Foundation for Educational Research (NFER), Ambition School Leadership (formerly The Future Leaders Trust) and the National Governors' Association called: "Executive headteachers: What's in a name?," this brief guide provides a summary of the executive headteacher (EHT) role, with practical questions and exemplar role descriptors to consider when creating the position. The findings of the research have been re-purposed by education expert Andy Buck to help leadership teams when they are considering EHT roles and associated structures. The resource comprises three parts: (1) An overview of the EHT role suitable for anyone working in the sector; (2) Practical questions to be discussed by all parties involved in establishing an EHT role; and (3) Exemplar job descriptors for an EHT role. [For related reports, see ED574408, ED574411, ED574412, ED574414, and ED574415.]

Based on research conducted by the National Foundation for Educational Research (NFER), Ambition School Leadership (formerly The Future Leaders Trust) and the National Governors' Association called: "Executive headteachers: What's in a name?," this brief guide provides a summary of the executive headteacher (EHT) role, with practical questions and exemplar role descriptors to consider when creating the position. The findings of the research have been re-purposed by education expert Andy Buck to help leadership teams when they are considering EHT roles and associated structures. The resource comprises three parts: (1) An overview of the EHT role suitable for anyone working in the sector; (2) Practical questions to be discussed by all parties involved in establishing an EHT role; and (3) Exemplar job descriptors for an EHT role. [For related reports, see ED574408, ED574411, ED574412, ED574414, and ED574415.]

Based on research conducted by the National Foundation for Educational Research (NFER), Ambition School Leadership (formerly The Future Leaders Trust) and the National Governors' Association called: "Executive headteachers: What's in a name?," this brief guide provides a summary of the executive headteacher (EHT) role, with practical questions and exemplar role descriptors to consider when creating the position. The findings of the research have been re-purposed by education expert Andy Buck to help leadership teams when they are considering EHT roles and associated structures. The resource comprises three parts: (1) An overview of the EHT role suitable for anyone working in the sector; (2) Practical questions to be discussed by all parties involved in establishing an EHT role; and (3) Exemplar job descriptors for an EHT role. [For related reports, see ED574408, ED574411, ED574412, ED574414, and ED574415.]

The Nevada Mathematics Standards provide the framework for a comprehensive K-12 mathematics program and guide curriculum, instruction, and assessment as well as other policies and practices that affect student learning. The standards are intended to serve as a foundation for teachers and curriculum specialists as they create curriculum and adopt teaching practices relevant to the needs, strengths, and diversity of Nevada's students and communities. This document begins with a brief introduction and overview outlining and explaining a vision for mathematics teaching and learning in Nevada, the purpose of the document, and the structure/organization of the document. The two main sections of the document provide content standards and indicators of progress for grades K-8 and 12. Also included are performance level descriptors for grades 2, 3, 5, 8, and 12. (MM)

The Nevada Mathematics Standards provide the framework for a comprehensive K-12 mathematics program and guide curriculum, instruction, and assessment as well as other policies and practices that affect student learning. The standards are intended to serve as a foundation for teachers and curriculum specialists as they create curriculum and adopt teaching practices relevant to the needs, strengths, and diversity of Nevada's students and communities. This document begins with a brief introduction and overview outlining and explaining a vision for mathematics teaching and learning in Nevada, the purpose of the document, and the structure/organization of the document. The two main sections of the document provide content standards and indicators of progress for grades K-8 and 12. Also included are performance level descriptors for grades 2, 3, 5, 8, and 12. (MM)

Level descriptors are essential elements of national qualifications frameworks being established across Europe. They define what is meant by learning outcomes, describing what an individual is expected to know, be able to do and understand, having acquired a qualification at a particular level. This Cedefop working paper shows that most of the 36 countries taking part in the implementation of the European qualifications framework (EQF) have now (spring 2013) defined--and for a large part adopted--their levels of learning outcomes. The analysis illustrates the influence of the EQF on national level descriptors, but it also demonstrates how countries have adjusted and further developed the learning outcomes approach according to national needs and priorities. National level descriptors have mostly been developed through extensive dialogue between different stakeholders. This report supports EQF implementation and feeds directly into the referencing process, in which countries relate their national qualifications levels to the EQF. It also provides input into continuing evaluation of the EQF, to be concluded by a report of the European Commission to the European Parliament and Council later in 2013. The following are appended: (1) Level Descriptors at European Level; and (2) Level Descriptors in National Qualifications Frameworks. A bibliography is also included.

This document is the second in a series of working papers that elaborate on a framework of four key stages in moving toward a common definition of English learner (EL), as described in the Council of Chief State School Officers (CCSSO) publication, "Toward a 'Common Definition of English Learner': Guidance for States and State Assessment Consortia in Defining and Addressing Policy and Technical Issues and Options" (Linquanti & Cook 2013). This working paper addresses a key aspect of the CCSSO guidance document's third stage--defining an "English proficient" performance standard. It presents a set of Reference Performance Level Descriptors developed as a result of guidance provided at a national working session of state and consortium representatives, experts, and stakeholders held on September 17, 2013 at the Washington, D.C. offices of CCSSO. An appendix contains a list of participants and the institutions they represented.

This compilation presents over 150 resumes of instructional materials in health occupations education which have appeared quarterly in "Abstracts of Instructional Materials in Vocational and Technical Education" (AIM), Fall 1967 through Fall 1971. Resumes cover a broad range of fields and occupations, such as dentistry, dietetics, nursing, paramedical occupations, health personnel, and pharmacy. The resumes are arranged in ascending order according to an accession number and include the following information: (1) author(s), (2) title, (3) institutional source, (4) sponsoring agency, (5) grant, contract, and program area numbers, (6) report and bureau numbers, (7) available sources, (8) descriptors and identifiers which characterize the contents of the document, and (9) an abstract of the document. Author, subject, and conversion of document number indexes are included to help locate the abstracts by page number and accession number. The full texts of documents are available from the original sources or from ERIC Document Reproduction Service (EDRS) as microfiche or xerox reproductions. A sample resume and ordering information for AIM and EDRS reproduction are provided in an introductory section. (SB)

The European Qualifications Framework (EQF) table, with descriptors for the reference levels, is by far the most comprehensively annotated table in Europe. Criticism of the table tends to misinterpret it, by looking at the EQF from only one perspective or, at most, two. In this article, we set out to show that the EQF can be understood only if it is considered from at least three perspectives, namely a hierarchy of education systems, a hierarchy of occupational tasks and functions, and a hierarchy of skills acquisition. In addition to this synchronic view of the descriptors, their development will be analysed in detail, and the reasons for changes in them will be explained. Both the synchronic and diachronic perspectives show that it does not seem to be possible to establish a theoretical basis for the EQF, nor do we claim to achieve this. What we offer is, rather, a hermeneutic approach in order better to understand the meaning of the EQF table. (Contains 1 table, 1 figure and 15 footnotes.)

[Slides] presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation describes how the vehicles for gathering student evidence--task models and test specifications--are developed.

The data contained in this document, summarized from local educational agencies' (LEAs') reports, provide an overview of the descriptive characteristics of the projects at the statewide level. During fiscal year 1975, 796 projects approved by the New York State Education Department were conducted in 725 districts. There were 512,755 reported project participants receiving supplementary activities. The activity participants included 364,945 in mathematics, and 34,166 in aural/oral facility in the spoken English language for pupils whose first language was not English. Approximately 61 percent of the monies budgeted for projects was directed at remedial reading. Nearly 66 percent of the budgeted resources were directed at pupils in the elementary grades (1-6). The State obligated or expended approximately $200 million of fiscal 1974 carry-over and 1975 ESEA Title I monies for supplementary instruction for low income youngsters. The effort purchased the services of 649 administrators, 10,819 teachers and 16,159 para- or nonprofessionals. Among the staff, about 36 percent or slightly over 10,000 received some form of inservice training. Overall, about one-half million educationally disadvantaged youngsters received supplementary remedial activities from the efforts of about 27,000 staff. (Author/AM)

This study asked preservice and inservice teachers about their views on the characteristics of an effective teacher and sought to discern whether the gender of the participants influenced the responses. In Fall and Spring semesters, 1993-1994, undergraduates (preservice) education students and graduate students (most were inservice teachers) attending a regional university were asked to write free responses for characteristics of good/effective teachers. They were asked to use one-word concepts if possible. Of 395 participants, 106 were male and 289 were female. Analysis revealed gender differences as well as differences between graduate and undergraduate students in the responses. By far, the most important characteristic in a good/effective teacher, as cited by undergraduate students, was understanding. The most important characteristic, as cited by gradate students was caring. Females, more than males, would like to see teachers show understanding, enthusiasm, creativity, and organization. Males would like to see teachers show fairness, good communication, responsibility, and humor. In addition the results suggested that teachers' personality characteristics were related to their perceived effectiveness, and that perceived personality traits may be as important as technical skills. Also, teacher characteristics appeared, paradoxically, to be independent of the quality of instruction. (Contains 37 references.) (JB)

The importance of writing skills in enhancing student performance in language exams and even other subject areas is widely acknowledged. At Jaffery secondary, the approach to the teaching of writing has generally been to use three approaches: product-based approach with focus on what the students composed; process-based approach that is focused on the step-by-step process of writing; and a genre-based approach that addressed the requirements of the "O" level IGCSE Curriculum. With the unveiling of the School Development Plan in late 2012, which gave attention to among other things improvements to the learning framework, the department of languages made it a priority to improve the quality of students' writing (and by extension performance). In a bid to enhance writing skills, we have embarked on a quest that has raised certain questions: (1) How could methods of teaching writing be made more effective?; (2) Could learners' awareness of assessment descriptors improve the quality of their writing?; and (3) Would a combination of genre and product-based teaching i.e., combining instructions on how to produce ideal writing (descriptors) with the examples of ideal writing (exemplars), help improve the quality of student writing? These questions formed a basis for the search of an improved method of teaching writing. This paper explores the use of exemplars alongside descriptors as part of a mixed approach to teaching and learning writing, and provides evaluation of narrative essays and feedback of questionnaires administrated to year 10 students who constitute the study sample. The questionnaires required the students to comment on their preference of the different learning approaches. Specifically, the study focused on the teaching of narrative writing in French, Arabic, and English. This approach reinforces the findings of Sadler R. D. (1989) who wrote on the value of using exemplars as a means of showing what quality is. The study suggests that a mixed approach that combines descriptors with exemplars could provide an effective way forward for the teaching and learning of written compositions.

The Illinois Learning Standards are state content standards that describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performance standards that would indicate how well students should perform to meet the state standards. The performance standards describe how well students perform at various points on an educational development continuum. The continuum shows how students can demonstrate mastery of progressively more difficult content and cognitive skills over 10 incremental stages of development. Performance within each stage can be assessed by the extent to which students are meeting the standards (starting, approaching, meeting, exceeding). Performance standards include four essential elements: (1) performance descriptors, (2) performance levels, (3) assessment tasks, and (4) performance examples. The performance standards supplement the Illinois Learning Standards by providing sufficient detail and examples to enable teachers to establish appropriate grade-level performance expectations for students. The Illinois social science performance descriptors described in this booklet are for grades 1-5. The booklet consists of five sections: (1) "Introduction" (Design for Performance Standards; Vision for Social Science Performance; Intended Use and Interpretation); (2) "Social Science Performance Descriptors"; (3) "Glossary"; (4) "Relationship of Performance Descriptors to National and State Standards"; and (5) "References" (n=13). (BT)

This paper zeroes in on a subset of descriptors and predictors of undergraduate success, namely those which are neither cognitive measures (such as, high school grade point averages or aptitude test scores) nor personality test variables. The descriptors and predictors considered are broadly classed as: high school related; family and peer related; and student related. Articles published since 1966 are reported for each descriptor or predictor and typified according to whether the results reported were "meaningful" or "not meaningful." The lack of uniformity in definition of descriptors and predictors, the variety of undergraduate success criteria, the diversity of statistical techniques employed, and the wide-range of sampling approaches used, all pose hazards in drawing conclusions. (Author)

This document presents content and performance standards for health and safety education in Nevada's public schools. The seven content standards are: students will comprehend concepts related to health promotion and disease prevention; students will demonstrate the ability to access valid health information and health-promoting products and services; students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks; students will analyze the influence of culture, media, technology, and other factors on health; students will demonstrate the ability to use interpersonal communication skills to enhance health; students will demonstrate the ability to use goal setting and decision making skills to enhance health; and students will demonstrate the ability to advocate for personal and community health. Health performance level descriptors are presented for grades 2, 3, 5, 8, and 12. (SM)

During the past decade, national qualifications frameworks (NQFs) have been developed and implemented across Europe. Triggered by the adoption of the European qualifications framework (EQF) in 2008, these frameworks draw attention to the outcomes of education and training, focusing on what learners are expected to know, understand and are able to do. Learning outcomes-based level descriptors are essential to these frameworks. While technical in their character, these descriptors not only help to define and map the (vertical) level of complexity of a particular qualification, they also help to clarify its (horizontal) orientation, be this on theoretical knowledge, practical skills and/or transversal competences. Level descriptors are thus important reference points, aiming to reinforce the learning outcomes orientation of education, training and qualification systems. This publication provides an updated overview of NQF level descriptors of 39 countries participating in EQF implementation. It celebrates the 10th anniversary of the EQF process in 2018 and its contribution to transparency and comparability of European qualifications. It shows the progress made in this area and challenges ahead.

In this paper, the issues involved in aligning national and meta-frameworks are explored and analysed. The exploration is timely, given that two qualifications meta-frameworks are currently being developed and implemented in Europe: the question is now how relationships should be established between these new reference tools and national qualifications structures and systems. Drawing on recent experiences in Ireland of comparing the national framework of qualifications with the Bologna framework and the emerging European qualifications framework, the paper addresses some of the methodological issues in establishing such alignment and identifies a process that may be useful as a starting-point in developing common approaches to be adopted by other countries in undertaking these tasks. (Contains 3 footnotes.)

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortia of states that is developing a next-generation assessment system in English and math anchored in what it takes to be ready for college and careers. To accomplish this goal the consortia must determine whether individual students are college and career-ready, or are on track. A direct empirical relationship between PARCC assessment scores and subsequent success in college and career training provides the strongest form of evidence. This paper reviews many criteria that can be used to gauge college and career success but argues that student academic performance (e.g., grades, GPA) in credit bearing courses is the most relevant and available criteria for defining success. The paper describes a general validation approach and the required evidence to conduct predictive studies between PARCC secondary assessments postsecondary success. The progression and coherence of PLDs should be based on empirical data from the statistical links between high school assessments and college and career outcomes, as well as, educators' judgments from content-based standard setting approaches. The paper provides examples of PLDs based on statistical data and postsecondary outcomes, and nine major recommendations for establishing a validity argument for consortia assessments.

This tool is intended to work in conjunction with Kentucky?s Standards and Indicators for School Improvement. Together, these two documents allow districts to identify opportunities for improvement and provide guidance for maximizing those opportunities through planning and the development of the district improvement plan. It includes a glossary, list of acronyms, and list of resources.

A study conducted in a predominantly black university investigated the ways in which African American students of Spanish described Hispanics, and changes in these perceptions across Spanish language instructional levels. Subjects were 26 students in Spanish 101, 25 in Spanish 102, and 26 in Spanish 201. Measures used were a semantic differential technique (Osgood, Suci, Tannenbaum, 1957) for ethnic descriptions and a Bogardus Social Distance Scale (Bogardus, 1925). Results indicate that Spanish 101 students characterized Hispanics as poor, impulsive, excitable, good, sociable, dishonest, proud, aggressive, and clean. Spanish 102 students saw them as good, excitable, graceful, happy, kind, proud, generous, sociable, strong, and humorous. Spanish 201 students perceived Hispanics as good, strong, sociable, poor, excitable, clean, proud, and graceful. Early learners appear to deduce the concept "Hispanic" from stereotypes; later learners armed with knowledge and experience attribute fewer stereotypical characteristics. Semantic differential results suggest that increased language study and/or cultural exposure does not increase positive concepts of Hispanics. Possible explanations for these apparently contradictory results are offered, and areas for further research are outlined. Data tabulations are appended. Contains 31 references. (MSE)

The need for empirical validation of a specific set of second language proficiency descriptors for the four skill areas- -reading, writing, listening, and speaking--provided the impetus for the work described in this report. The University of California at Los Angeles Center for the Study of Evaluation developed a validation plan and undertook initial steps in the validation process with one skill area, writing. The process, which includes anchoring descriptor levels to student performance, involved the participation of writing experts from high schools, colleges, and universities across California. In addition, nine potential descriptor users from the same educational segments across the state were asked to help clarify descriptor applications. Work with the writing descriptors led to refinement of the validation process. The report includes a detailed description of that process and provides suggestions for steps that can be taken to validate the descriptors for reading, listening, and speaking. Eight appendixes contain lists of participants, the user interview protocol, descriptions of proficiency descriptors, writing samples, and some worksheets for the study. (Author/SLD)

The annotated bibliography on Sex Education contains approximately 135 abstracts and associated indexing information for documents or journal articles published from 1962 to 1975 and selected from the computer files of the Council for Exceptional Children's Information Services and the Education Resources Information Center (ERIC). It is explained that titles were chosen in response to user requests and analysis of current trends in the field. The bibliography is divided into the following sections: Handicapped Children, Aurally Handicapped, Disadvantaged, Emotionally Disturbed, Mentally Handicapped, Multiply Handicapped, Physically Handicapped, Visually Handicapped, and Learning Disabled. Abstracts include bibliographic data (identification or order number, publication date, author, title, source or publisher, and availability); descriptors indicating the subject matter covered; and a summary of the document's contents. Also provided are instructions for using the bibliography, a list of journals from which articles were abstracted, and an order form for ordering microfiche or paper copies of the documents through the ERIC Document Reproduction Service. (PM)

THE "THESAURUS OF ERIC DESCRIPTORS (INTERIM)" SUPERSEDES, AND REPRESENTS A REFINEMENT OF, THE "THESAURUS OF ERIC DESCRIPTORS." THE INTERIM ISSUE IS A PRELIMINARY ERIC SYSTEM TOOL AND IS NOT TO BE CONSIDERED A COMPLETE REPRESENTATION OF THE FINAL PRODUCT. THIS REFINEMENT IS THE RESULT OF TWO MAJOR PROJECTS--(1) THE INCORPORATION OF SUGGESTIONS RECEIVED FROM A FIELD EVALUATION AND (2) THE ADAPTATION OF THE PANEL ON EDUCATIONAL TERMINOLOGY (PET) "RULES FOR THESAURUS PREPARATION" PUBLISHED IN OCTOBER 1966. APPLICATION OF THE PET RULES REQUIRED A LARGE NUMBER OF CHANGES IN THE THESAURUS, FOR EXAMPLE, THE APPLICATION OF THE SINGULAR-PLURAL NOUN FORM FOR DESCRIPTORS. SAMPLE THESAURUS ENTRIES ARE INCLUDED FOR DESCRIPTORS, SYNONYMS OR NEAR SYNONYMS, PARENTHETICALLY QUALIFIED TERMS, DESCRIPTORS WITH SCOPE NOTES, AND DESCRIPTOR DISPLAY CROSS-REFERENCES. (TC)

Some states are developing alternate assessments based on modified achievement standards (AA-MAS) to measure the academic achievement of some students with disabilities (Albus, Lazarus, Thurlow, & Cormier, 2009; Lazarus, Thurlow, Christensen, & Cormier, 2007). These assessments measure the same content as the general assessment for a given grade-level, but the AA-MAS may have different expectations of content mastery than the general assessment, according to federal regulations and guidance. The purpose of this paper is to provide a rationale, procedures, and tools to develop and continuously improve AA-MAS ALDs. As states make decisions on whether and how to develop an AA-MAS, they will also be developing a defense of the choices they make. Filben (2008) documented the early peer review process and outcomes and it is clear that choices made must be built on a complex educational logic reflecting content coverage, complexity, and the characteristics of the potential participants. In this paper, the authors propose a process to guide state work so that stakeholders and policymakers can articulate, from the very beginning, the educational rationale for their choices and the implications of this rationale for the specific design choices they make related to their ALDs. By building on this rationale, involving key policymakers and stakeholders through a systematic process to articulate the underlying logic, and documenting how this logic has influenced state choices using the tools and templates provided, states will have compelling evidence for peer review defense. More importantly, they will have confidence in the educational implications of the choices for students and schools in their state. Appendices include: (1) Side-By-Side Tables of Achievement Level Descriptors for Grade-Level and Modified Assessments; (2) Achievement Level Descriptor Analysis Decision Rules; and (3) Procedures and Tools to Evaluate or Develop AA-MAS ALDs. (Contains 28 tables.)

Comprehensive rules, guidelines, and examples are provided for use by ERIC indexers and lexicographers in developing and maintaining the "Thesaurus of ERIC Descriptors." Evaluation and decision criteria, research procedures, and inputting details for adding new Descriptors are documented. Instructions for modifying existing Thesaurus terminology are provided, as are procedures for justifying these actions. Details are included on the present-day Vocabulary Development Program that involves all ERIC components and users in the ongoing activities of Thesaurus development. Definitions and functional descriptions are given for the general concepts of "thesaurus" and "descriptors" and for the individual elements included in a standard, structured thesaurus unit, i.e., Main Term, Descriptor Group, Scope Note, UF/USE References, Narrower Terms, Broader Terms, and Related Terms. The purpose and use are described for each of the four sections of the ERIC Thesaurus: Alphabetical Display, Rotated Display, Hierarchical Display, and Descriptor Group Display. Discussions are provided on the use and control of educational terminology, both generally and within the context of the decentralized ERIC Clearinghouse network. Section appendices include a history of the ERIC Thesaurus and some examples of microcomputer templates used for Thesaurus update transactions. (JH)

The writing performance standard descriptors in this paper support the sections of the English/Language Arts Content Standards adopted by the Alaska State Board of Education. It begins with listing competencies associated with speaking and writing well for a variety of purposes and audiences; and thinking logically and reflectively. It then presents, in chart form, proficient level descriptors for writing performance assessed in third, sixth, and eighth grades, and in the High School Qualifying Exam. (RS)

This tool is intended to work in conjunction with Kentucky?s Standards and Indicators for School Improvement. Together, these two documents allow schools to identify opportunities for improvement and provide guidance for maximizing those opportunities through planning and the development of the comprehensive school improvement plan. Includes glossary and list of resources.

This core thesaurus of terms suitable for indexing Australian educational literature was developed by the Australian Council for Educational Research by means of a systematic and thorough revision of the "Thesaurus of ERIC Descriptors." Based on the actual terminology of education in Australia, this thesaurus includes: key words and phrases used by indexers as subject headings, or "descriptors," in information retrieval systems; an alphabetical display of all subject index terms (headings); extensive scope notes to clarify meaning and usage of terms; and a full introduction and comprehensive explanatory chapters. Introductory materials include sections on thesaurus development, vocabulary maintenance, the Australian Education Index database, information retrieval search aids, guidelines for indexing, structure and format of the thesaurus, and descriptor groups. (THC)

This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, to evaluate special education teacher implementation of explicit instruction. Eight raters participated in viewing and scoring videos of special education instruction. Data collected from raters were analyzed in a three facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher indices of reliability with the rubric with item-specific descriptors of performance levels. Contributions to the field of teacher evaluation are discussed. [This paper will be published in "Assessment for Effective Intervention" under the title "Variance and Reliability in Special Educator Observation Rubrics."]

The annotated bibliography on Down's Syndrome contains approximately 100 abstracts and associated indexing information for documents or journal articles published from 1966 to 1975 and selected from the computer files of the Council for Exceptional Children's Information Services and the Education Resources Information Center (ERIC). It is explained that titles were chosen in response to user requests and analysis of current trends in the field. Abstracts include bibliographic data (identification or order number, publication date, author, title, source or publisher, and availability); descriptors indicating the subject matter covered; and a summary of the document's contents. Also provided are instructions for using the bibliography, a list of journals from which articles were abstracted, and an order form for ordering microfiche or paper copies of the documents through the ERIC Document Reproduction Service. (JM)

An effort to construct a model of the thermal properties of materials based on theoretical thermo-electromagnetic models, to construct a data base of the dense cultural hospital scene according to Defense Mapping Agency Aerospace Center (DMAAC) specifications, and to design and implement a program to evaluate the tonal model and generate imagery of the scene, resulted in (1) a realistic tonal model for the simulation of passive sensor imagery of complex cultural scenes, (2) the generation of imagery from a scene constructed according to the DMAAC specifications, and (3) an assessment of the resultant diurnal and seasonal imagery, as well as the relationship between the model data requirements and the resources of the data base. Determination of what information is required of the scene, its environment, and the sensor, and generation of realistic imagery from it so that the imagery using lesser amounts of data could be generated for various user applications was the approach taken. This would make possible an assessment of the impact on the data base for a given application and level of detail in the imagery. The work reported was all directed toward generating images of the hospital scene, which is one of 16 different scenes in the Air Force Human Resources Laboratory (AFHRL) Seasonal Sensor Handbook and would be useful for tactical or training purposes. (Author/JEG)

Theoretical issues underlying the development of scales of language proficiency are examined. First, a brief classification of scale types is presented, and problems identified in them and advantages they offer are outlined. Discussion then moves to the issues of describing and measuring language proficiency. In this section, behaviorally-based scales in work performance, the historical development of the American Council on the Teaching of Foreign Languages/Interagency Language Roundtable (ACTFL/ILR) proficiency guidelines, the utility of the Rasch model in rating framework development, and subjectivity in judgments and observed behavior ratings are discussed. A many-faceted version of the Rasch item-response theory model is suggested as an instrument that may aid in the mapping of behaviors onto a common metric while identifying different interpretation of the same descriptors by different types and groups of users. Contains about 250 references. (MSE)