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Bioremediation is a viable, cost-effective treatment for environmental contaminants. Research activities continue to uncover new bioremediation technologies, increasing the need for field-level demonstrations. The goal of this study is to identify bioremediation technologies that have demonstrated viability in laboratory or pilot studies, but require additional field demonstrations to determine the capabilities and limitations of the technology. In selecting technologies that would be of interest to the DoD, the Service-identified research and development priorities for cleanup were considered, and those contaminants amenable to bioremediation were identified. These contaminants included halogenated and non-halogenated hydrocarbons, energetics, and inorganics. Technologies that are promising at either laboratory or pilot scales and are in need of demonstrations for validation under field conditions include bioreactors for the treatment of energetics, in situ anaerobic/aerobic sequential treatment of chlorinated hydrocarbons, constructed wetlands, and white rot fungus. We strongly recommend the first three technologies as candidates for field-level demonstrations; the fourth we recommend less enthusiastically. Beyond our primary recommendations, we make note of two other technologies of interest: microbial mats and systems capable of assessing and monitoring bioremediation activities. (AN)

A growing world population and socio-economic development are at the root of an ever-increasing energy demand throughout the world. Much of this demand is met by means of fossil fuels, leading to greenhouse gas emissions and climate change – hence the need for increasing the share of renewable energy sources in the global energy mix. Marine energy is a reliable, high-density source of energy with limited environmental impacts. Iran, with its long coastline, growing population, increasing energy demands and extreme air pollution, has a great potential for the development of marine energy. However, this potential has not received sufficient legislative or entrepreneurial attention so far. This review covers renewable energy resources in Iran in general – including solar, hydropower, wind, biomass and geothermal energy – with a focus on marine resources – wave and tidal energy. On the basis of the review, it can be stated that there are many energy hotspots with a high potential for marine energy development in the Caspian Sea, the Persian Gulf and the Gulf of Oman.

A growing world population and socio-economic development are at the root of an ever-increasing energy demand throughout the world. Much of this demand is met by means of fossil fuels, leading to greenhouse gas emissions and climate change – hence the need for increasing the share of renewable energy sources in the global energy mix. Marine energy is a reliable, high-density source of energy with limited environmental impacts. Iran, with its long coastline, growing population, increasing energy demands and extreme air pollution, has a great potential for the development of marine energy. However, this potential has not received sufficient legislative or entrepreneurial attention so far. This review covers renewable energy resources in Iran in general – including solar, hydropower, wind, biomass and geothermal energy – with a focus on marine resources – wave and tidal energy. On the basis of the review, it can be stated that there are many energy hotspots with a high potential for marine energy development in the Caspian Sea, the Persian Gulf and the Gulf of Oman.

The subsonic aerodynamic performance of a blended wing body aircraft constructed using selective laser sintering was assessed in the AFIT low-speed wind tunnel. The scaled-down model of a strike tanker aircraft consisted of a shaped fuselage and sweptback wings. The Reynolds number, based on mean wing chord, during testing was on the order of 105 while the Mach number ranged from 0.10 to 0.20. The model evaluation and analysis process included force and moment measurements acquired from a wind tunnel balance, pressure data measured with 8 taps located on the model's upper surface, a comparison to computational fluid dynamics (CFD) solutions acquired in a parallel study conducted by AFRL/VAAC, and global pressure sensitive paint (PSP) measurements. Paint measurements were compared to pressure tap data to ensure their accuracy while lift and drag coefficients, as well as pitching and rolling moments were examined to determine performance characteristics, including stability attributes and aircraft stall. One of the most interesting results was the striking difference in the force and moment measurements before and after the paint was applied to the surface. The average surface roughness, Ra, was measured with a profilometer and was found to have increased from approximately 0.3μm to 0.7μm when the paint was applied. When traditional 2-D boundary layer approaches to assessing the effect of roughness, the 0.7μm value falls well below the threshold at which one would anticipate roughness to have any effect. There is support in archival literature for the notion that roughness effects are more pronounced in a 3-D boundary layer, and the pitching moment data and the PSP data indicate that the for the painted model, there is a gradual onset of wing stall marching inward from the wingtips toward the body. By contrast, the force and, in particular, the

The Des Moines (Iowa) Public Schools continually evaluate the process of teaching for learning in order to provide quality programming for its diverse student body. Different methods of student outcome assessment are used to identify areas for study and analysis. This report provides information about the achievement of district students on: (1) criterion-referenced assessments; (2) advanced placement tests; (3) the District Composition Assessment; (4) the Iowa Tests of Basic Skills (ITBS); (5) the PLAN assessment (norm-referenced tests for 10th graders); and (6) the American College Testing Program (ACT) assessment. Results from the criterion-referenced tests show that at the elementary level, 76% of all scores were above the 70% standard, with 64% and 54% of the middle school and high school scores above the standard, respectively. A continuing challenge is to address the achievement gaps that exist between nonminority and minority students. The district was represented very well on Advanced Placement tests, with a number of students recognized for their achievement. In composition assessment, the percent of students in grades 3 and 5 achieving the "competent" standard was less than the target for the school year, but at grades 8 and 11, the percent achieving the competent standard was slightly above the target. District students scored well on the ITBS. In addition, 10th graders scored well on the PLAN assessment. The mean district score on the ACT was a 20.9 while the national mean was 21.0 and the Iowa mean was 22.1. For those few Iowa students who took the Scholastic Assessment Test, scores were well above the national means for verbal and mathematics scores. Six appendixes present definitions and tables of test results. (Contains 30 tables.) (SLD)

This paper marks the second in a series of five reports detailing the work of the Optimizing Assessment for All (OAA) project at Brookings to strengthen education systems capacity to integrate 21st century skills into teaching and learning, using assessment as a lever for changing classroom practices. Twenty-first century skills (21CS) are now firmly entrenched as learning goals in education systems worldwide, but their actual implementation in teaching and assessment practices is lagging behind. With these learning goals--which prioritize how to get answers rather than just providing a correct response--we are facing new challenges and exploring new solutions. This report describes the collaborative activities undertaken by the OAA project with three countries in Asia--Cambodia, Mongolia, and Nepal--to create 21CS assessment tasks. OAA and partners worked with the countries to identify the 21CS skills that countries value, hypothesized what these skills might look like in classroom assessment tasks, and developed and piloted these tasks to ensure that teachers can use them in classrooms. The mechanics of the activities are described in detail to illustrate the methods used in the OAA project and by the countries. Comprehensive descriptions of work over a 20-month period from 2018 to 2019 include multicountry workshops, individual in-country workshops and convenings, regional meetings hosted by the Network on Education Quality Monitoring in the Asia-Pacific, virtual communications, and maintenance of an online platform for document sharing and management. Frequently, assessment studies focus primarily on the tools or tests. For the OAA project, the primary focus was on the process: How do you develop tasks that reflect current curricula and that integrate 21CS into teaching and learning practices? From this process, it became clear that rethinking the classroom culture is necessary. Concerns expressed during pilot task implementation highlight some of the complexities associated with collaborative work, about not always prioritizing correct answers, and about building knowledge together. The OAA initiative took just one step in the process of integrating 21CS into the curriculum. The development and introduction of assessment tasks in the classroom is a disruptive force acting as a lever for change. The challenge will be how to deal with that force adaptively. [For the first report, "Optimizing Assessment for All: Framework for Understanding Project Goals and Scope," see ED602945.]

The California State Department of Education and 33 California school districts contributed articles to this compendium focusing on the assessment of educational needs. It is noted that a crucial stage in the development of effective programs for pupils, as well as for requesting State and Federal funds, is the assessment of educational needs. A seven step process of needs assessment is advocated by the California State Department of Education, including: (1) identification of the disadvantaged pupils; (2) collection of all relevant data concerning these pupils, their family background, and their communities; (3) comprehensive diagnosis of pupil deficiencies; (4) analysis and classification of the most common needs; (5) deciding on action priorities; (6) identification of resources available within the school and community for supporting the planned program; and (7) locating the program in time and space, as well as establishing its legal limits. Two articles are contributed by school districts administering cooperative programs: "Needs-Assessment Procedures for a Cooperative Program" (Eureka City Elementary and High School Districts and Cutten Elementary School District) and "Techniques for a Needs Analysis in a Cooperative Project" (Sylvan Union, Stanislaus Union, and Salida Union Elementary School Districts). (JM)

This paper presents the results of a survey that examined elementary school teachers' attitudes about social studies (particularly geography) instruction. The responses of newly-hired elementary teachers were compared to those of experienced elementary teachers. The survey included questions such as: Have you ever taken a social studies methods course? Have you taken a geography course? At what age should children start learning geography? List the areas of the social studies/geography curriculum in which you feel staff development would be most worthwhile. Among the conclusions of the study were that newly-hired teachers had a better background in geography than experienced teachers; teachers did not seem to enjoy teaching social studies as much as other curriculum areas; and staff development needed to be centered around creative activities for teaching geographic concepts. (DB)

This paper examines the preventive model in special education and applies it to the assessment of gifted students and the delivery of educational services to them. First, characteristics of the model are identified, which include emphasis on the interaction between the learner and the environment, use of both formal and informal assessments, and integration of students in regular classrooms with a modified curriculum. When applied to gifted students, the model is seen as facilitating ongoing assessment, teacher collaboration in determining appropriate programming, and ongoing program evaluation. Strengths of the model for gifted education include better evaluation of students' domain-specific gifted-level competencies, facilitation of the decision-making process in programming decisions, identification of the student's learning preferences, and elimination of the need to define giftedness, since assessment is competency based. Disadvantages of the model include the time required for continuous assessment and its dependence on skilled teachers and resource staff. The model is compared with several other perspectives, including developmental theory, the dynamic approach, and incremental theory. Specific recommendations for gifted education urge decision-making based on competencies and not labels, use of multiple forms of assessment, use of above-level testing in domain-specific areas, and assessment of social skills. (Contains 21 references.) (DB)

Karin Hess will continue the ELA series on the new Common Core State Standards. The designated audience is school leaders in Reading instruction - teachers, coaches and curriculum directors.  After an overview, grade span work groups (k-2, 3-5, 6-8, high school) will address ramping up cognitive rigor, use of formative assessments, upgrading or replaceing current units of study. Bring a current Reading unit or assessment to analyze for rigor and CC alignment.  For more details, please go to  www.cvedcvt.org

This booklet focuses on understanding authentic learning and assessment practices and their effect on students and teachers at the middle level. After an examination of what is meant by authentic learning, five guidelines are suggested for use in selecting authentic content for middle level students. Specifically, authentic materials: (1) should reflect important themes and ideas; (2) should be consistent with curriculum goals; (3) should be rooted in real-world experiences and have application both inside and outside school; (4) should be sensitive to students' developmental progression; and (5) should allow students to engage in critical thinking. The guidelines are followed by a discussion of the value of authentic learning and its assessment. Examples of authentic assessment tools are given, and their use by teachers to base success on performance efforts that show continuous improvement over time is stressed. The booklet then answers the questions, "Who are our learners?" and "What are the roles of all of the partners to insure education for all?" The first question is answered by examining the demographics of students in terms of parental status, cultural diversity and socioeconomic level. The second question is answered by defining the new partnership roles of students, educators, parents and all community members. The importance of educators' engaging in thoughtful reflection and inquiry on questions about learning and teaching is highlighted. The paper concludes with the expressed need to focus assessment on improvement and effort, and not merely on the ability to succeed or fail. Contains an 18-item list of M.A.M.S.E. resources. (BAC)

This booklet focuses on understanding authentic learning and assessment practices and their effect on students and teachers at the middle level. After an examination of what is meant by authentic learning, five guidelines are suggested for use in selecting authentic content for middle level students. Specifically, authentic materials: (1) should reflect important themes and ideas; (2) should be consistent with curriculum goals; (3) should be rooted in real-world experiences and have application both inside and outside school; (4) should be sensitive to students' developmental progression; and (5) should allow students to engage in critical thinking. The guidelines are followed by a discussion of the value of authentic learning and its assessment. Examples of authentic assessment tools are given, and their use by teachers to base success on performance efforts that show continuous improvement over time is stressed. The booklet then answers the questions, "Who are our learners?" and "What are the roles of all of the partners to insure education for all?" The first question is answered by examining the demographics of students in terms of parental status, cultural diversity and socioeconomic level. The second question is answered by defining the new partnership roles of students, educators, parents and all community members. The importance of educators' engaging in thoughtful reflection and inquiry on questions about learning and teaching is highlighted. The paper concludes with the expressed need to focus assessment on improvement and effort, and not merely on the ability to succeed or fail. Contains an 18-item list of M.A.M.S.E. resources. (BAC)

The assessment of the high-resolution ensemble weather prediction system COSMO-DE-EPS is achieved with the perspective of using it for renewable energy applications. The performance of the ensemble forecast is explored focusing on global radiation, the main weather variable affecting solar power production, and on quantile forecasts, key probabilistic products for the energy sector. First, the ability of the ensemble system to capture and resolve the observation variability is assessed. Secondly, the potential benefit of the ensemble forecasting strategy compared to a single forecast approach is quantitatively estimated. A new metric called ensemble added value is proposed, aiming at a fair comparison of an ensemble forecast with a single forecast, when optimized to the users' needs. Hourly mean forecasts are verified against pyranometer measurements over verification periods covering 2013. The results show in particular that the added value of the ensemble approach is season-dependent and increases with the forecast horizon.

The assessment of the high-resolution ensemble weather prediction system COSMO-DE-EPS is achieved with the perspective of using it for renewable energy applications. The performance of the ensemble forecast is explored focusing on global radiation, the main weather variable affecting solar power production, and on quantile forecasts, key probabilistic products for the energy sector. First, the ability of the ensemble system to capture and resolve the observation variability is assessed. Secondly, the potential benefit of the ensemble forecasting strategy compared to a single forecast approach is quantitatively estimated. A new metric called ensemble added value is proposed, aiming at a fair comparison of an ensemble forecast with a single forecast, when optimized to the users' needs. Hourly mean forecasts are verified against pyranometer measurements over verification periods covering 2013. The results show in particular that the added value of the ensemble approach is season-dependent and increases with the forecast horizon.

This report describes and compares the inclusive assessment and accountability systems of Maryland and Kentucky, with a focus on components, scoring methods, reporting practices, data use, participation of students with disabilities, testing accommodations, and implementation considerations (including cost and training issues). Maryland and Kentucky practices are then contrasted to those used in other states. Results of the study indicate that both states have multiple forms of assessment and explicit procedures for deciding who participates in the various assessments. In both Maryland and Kentucky, schools are held accountable for improved student performance. In Maryland, schools are expected to show progress toward state-defined long-term goals. In Kentucky, schools are expected to improve over baseline performance. Both states and most others permit accommodations in assessments. However, Maryland and Kentucky are among the very few states that have an alternate assessment system that permits participation by students with severe disabilities. The report concludes that the assessment and accountability systems used in Kentucky and Maryland serve as good models for other states. Appendices include samples of released items and scoring guides from the Maryland School Performance Assessment Program and from the Kentucky Instructional Results Information System. (Contains 12 references.) (CR)

In today's society, education institutions must strive to develop graduates that are capable of facing the challenges they seek, and who are adaptable to the changes they will encounter post-graduation. Inherently, both institutions and educators must contain and exhibit these same attributes. Developing learners with high-level capabilities requires well developed and implemented curriculum that remains adaptable and relevant. Problem-based learning is a pedagogical choice that is appealing in this endeavor as it has a long history and holds promise for contemporary needs. However, it is complex and can be difficult to implement with confidence and efficacy. This paper looks at the issues surrounding modern learning, including a synopsis on learning theory from Bloom's taxonomy, to objectivism and constructivism, to learning assessment and assurance of learning. Problem-based learning is discussed with the intent to simplify its complexity and facilitate its application. Illustrative examples from the authors' experience are discussed.

This article is from PLoS ONE , volume 9 . Abstract It is becoming increasingly important to address the long-term effects of exposure to simulated microgravity as the potential for space tourism and life in space become prominent topics amongst the World’s governments. There are several studies examining the effects of exposure to simulated microgravity on various developmental systems and in various organisms; however, few examine the effects beyond the juvenile stages. In this study, we expose zebrafish embryos to simulated microgravity starting at key stages associated with cranial neural crest cell migration. We then analyzed the skeletons of adult fish. Gross observations and morphometric analyses show that exposure to simulated microgravity results in stunted growth, reduced ossification and severe distortion of some skeletal elements. Additionally, we investigated the effects on the juvenile skull and body pigmentation. This study determines for the first time the long-term effects of embryonic exposure to simulated microgravity on the developing skull and highlights the importance of studies investigating the effects of altered gravitational forces.

American Foundation for the Blind ISBN: 978-0-89128-842-8

American Foundation for the Blind ISBN: 978-0-89128-842-8

25X1A 25X1 C - - DATE OF DOCI DATE RECD DATE OUT ;SUSPENSE DATE 17 :_,;, ?Ili 2'. e.yt 7 SUBJ. Ysli"Ua ii3se3r+r#'fit tm Iran FROM r;+ Hipprpyea r af.t e! National In I copy 25X1 C 1. An in-de th interagency FOCUS seminar concerning Iran will be held on Wednesday, 13 October at 1300 in Room 7E , C Headquarters. This seminar will be chaired. by the National Intelligence Officer for the Middle East. A brief description of the FOCUS review program and its objectives is attached for your information. Also attached is an agenda which is designed to stimulate discussion; it is not restrictive and representatives are encouraged to introduce any topics relevant to their agency?s interests. Ambassador Helms has been informed of this forthcoming FOCUS exercise and has been invited to submit his comments and suggestions. 2. In view of the sensitivity and importance of this project agencies are encouraged to send as their representatives senior officers empowered to speak for their interests. The names of r reserrcat ves should be telephoned to by COB Tuesday, 12 October. 25X1A 25X1A Deputy to the DCI for National Intelligence E-2 Impdet Cl by 673815 SECRET/NOFORN Approved For Release 2002/01/03 : CIA-RDP80TO1002A000200040009-2

It is necessary to understand how the quality of health care is assessed in contexts involving undergraduate students and the strategies used. Therefore, a review of the evidence is required to synthesize and present the information clearly to facilitate decision-making in this assessment.

This article is from BMC Public Health , volume 12 . Abstract Background: Efforts undertaken during the return to work (RTW) process need to be sufficient to prevent unnecessary applications for disability benefits. The purpose of this study was to identify factors relevant to RTW Effort Sufficiency (RTW-ES) in cases of sick-listed employees with chronic low back pain (CLBP). Methods: Using focus groups consisting of Labor Experts (LE's) working at the Dutch Social Insurance Institute, arguments and underlying grounds relevant to the assessment of RTW-ES were investigated. Factors were collected and categorized using the International Classification of Functioning, Disability and Health (ICF model). Results: Two focus groups yielded 19 factors, of which 12 are categorized in the ICF model under activities (e.g. functional capacity) and in the personal (e.g. age, tenure) and environmental domain (e.g. employer-employee relationship). The remaining 7 factors are categorized under intervention, job accommodation and measures. Conclusions: This focus group study shows that 19 factors may be relevant to RTW-ES in sick-listed employees with CLBP. Providing these results to professionals assessing RTW-ES might contribute to a more transparent and systematic approach. Considering the importance of the quality of the RTW process, optimizing the RTW-ES assessment is essential.

This report provides information on design and evaluation of workplace literacy programs (WLPs) to improve work force readiness and an overview of concepts about the nature, uses, and abuses of standardized tests in program evaluation and accountability. Chapter 1 takes a sociohistorical and sociopolitical perspective in discussing the knowledge and skills used by educational providers with differing philosophical views about what the goals of WLPs are and what kinds of WLPs should be developed to achieve them. Chapter 2 answers these four questions on WLP evaluation: By what criteria should a company judge its program's value? How should the government evaluate programs it funds? Are current government requirements for evaluation realistic and useful for companies receiving government funds? and On what basis should companies decide whether to fund WLPs? Chapter 3 illustrates how the Developing Organizational Effectiveness Through Employee Development approach to WLP evaluation outlined in Chapter 2 was used to evaluate national WLPs in the Chicago area. Chapter 4 addresses federal interests in standardized testing in adult education, the nature and uses of standardized tests, and special topics in their use. Chapter 5 illustrates the problem of determining how good is good enough in relation to workplace literacy in the context of the 1993 National Adult Literacy Survey. Reviews of eight tests used in adult basic education and English as a second language are appended. (YLB)

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of learning outcomes and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using learning outcomes, and introduces a tripartite nomenclature for distinguishing between course outcomes, outputs, and objectives. It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness. (Contains 7 figures.)

This volume contains 13 presentations from the 1995 PACE (Positive Approaches to Children's Education) conference. The titles are: "Y's Way to a Healthy Heart" (Cheryl Arnold); "Fitness Games: Lets Activate Everyone" (Noel Bewley); "The Heart Obstacle Course" (Felice Cloyd); "Fitness Fun For Everyone" (Kathy Dean); "How To Organize a 'Health and Fitness Week' in Your School" (Mandy Farlow-Davis); "Fitness Infusion Skill Development Process" (Jackie Ferguson); "Instructional Strategies for Fit Movers, Eager Movers and Informed Movers" (David L. Gallahue); "Country Line Dances" (Gwen Hamm); "Positive Approaches to Physical Activity for Low-Fit Children" (Arlene Ignico and Cathie Burton); "Three Popular Fitness Assessment Tests" (Cheryl Lewendowski, Jeff Mclaine, and Mike Willett);"The ABC's of Resistance Training for Kids" (Alan E. Mikesky); "In Search of Relevant and Credible Physical Fitness Standards for Children!" (Wynn F. Updyke); and "Nutrition to Fuel Active, Growing Bodies" (Becky Zimmerman). (Several papers contain references.) (JB)

The theoretical implications of management assessment centers for evaluating headteachers in Great Britain are examined in this paper. Issues in developing informed, objective management assessment are discussed, which involve the following: the educational system's permeable boundaries; the context in which management assessment and development decisions have traditionally been made and delivered; the application of systematic job analysis to the headteacher position; and the benefits and limitations of current assessment and development center practice. Functions of headteacher appraisal are to: (1) identify the head's strengths and weaknesses; and (2) determine current management development requirements. The most effective way to conduct management appraisal is through job analysis and assessment and development center procedure, which takes a research and development approach. In addition, the application of middle range theories to educational management present considerable research opportunities. (Contains 23 references.) (LMI)

Beginning in 2007, federal regulations to two major education laws gave state departments of education the option to develop an alternate assessment based on modified achievement standards (AA-MAS) for some students with disabilities. The regulations stated that the AA-MAS was intended for students who were being instructed in the grade-level curriculum but who were not likely to achieve grade-level proficiency in that curriculum during the year of their Individualized Education Program (IEP). This report summarizes the results of educator focus groups conducted by one state in a consortia dedicated to studying AA-MAS eligibility issues. In 2008 and 2009, the Wisconsin Department of Public Instruction held three focus groups. In each session, facilitators followed a two-part procedure developed by Berndt and Ebben (2008). First, participants responded to a series of questions about characteristics of students who would be eligible for an AA-MAS, the types of information needed to determine a student's eligibility, and teachers' roles in the decision-making process. Second, small groups of participants examined an AA-MAS fact sheet and clarified their understanding of the language found in federal regulations. Through this process, participants addressed commonly held misperceptions that at-risk students without disabilities could be included in an AA-MAS. In addition, they recognized that students with disabilities needed to be instructed in the grade-level curriculum instead of content from lower grade levels. Finally, participants acknowledged the need for standards-based IEPs to clearly address accommodations and modifications used in instruction as well as in assessments. Based on the results of these focus groups, the Wisconsin Department of Public Instruction has planned further professional development opportunities for both special education and general education teachers. (Contains 4 tables and 4 figures.)

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), titled, General Requirements for Adult General Education Programs, requires all adult education programs to report all student measurable educational gains and demographic information to Florida's reporting system. State policies outlined in this rule apply to the state-approved assessments that programs may use to report educational gains and are in compliance with both the state and National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). There are three important reasons for creating a data-driven accountability system for adult education programs: (1) The U.S. Department of Education (USDOE) requires each state to establish and utilize performance measures for making continued funding decisions for federal grant programs. Furthermore, each state is expected to institute a system for program monitoring and continued technical assistance that is centered on program enrollment and performance. (2) The Florida Department of Education (FDOE) has enhanced its monitoring processes by instituting a data-driven system for determining program performance. (3) The FDOE program administrators can focus attention on establishing program performance targets and program improvement. To assist programs with student and program performance reporting and accountability, Florida's data reporting system and the NRS are uniform and compatible for measuring student's educational gains. Progress is measured in Literacy Completion Points (LCPs). The term, Literacy Completion Point, used by the state is synonymous with the federal term Measurable Skill Gain (MSG). LCPs are required to be reported to show gains and progression in Educational Functioning Levels (EFLs) for NRS. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (3) Verification of student learning gains, Educational Functioning Level, and/or program completion; (4) Accommodations for students with disabilities and other special needs; (5) Assessment procedures for Distance Education; and (6) Training for all staff who administer the standardized assessments. [For the 2016-2017 version of this paper, see ED579162.]

This paper chronicles the development of national performance-based, subject matter knowledge and competencies standards for the preparation of new social studies teachers, exploring the implications of their recent implementation by colleges and universities nationally. The standards are at the forefront of performance assessments of beginning teacher knowledge and competence in their subject matter and serve as prototypes for new performance standards in all subject matter areas. Since March 1999, they have been required for national approval of social studies teacher education programs in the National Council for Accreditation of Teacher Education accreditation process for preservice teacher education. The paper describes: the national performance-based, subject matter standards-setting process for assessing new teachers and preservice teacher education programs in social studies; the current use of the performance-based, social studies subject matter standards as prototypes for all subject matter standards for new teachers and the preservice programs that prepare them; and implications of using performance-based, subject matter standards as they are being put into place and required for state teacher licensing and institutional teacher education program approval. (Contains 46 references.) (SM)

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

An assessment of how military systems behave when exposed to a nuclear electromagnetic pulse (EMP) is among the suite of survivability/vu1nerability/lethality assessment normally performed on systems that must operate in a battlefield environment In the past, a large effort was devoted to the assessment of system-specific components in an EMP environment; this work needs to be unified in a generic methodology that can be applied to all military systems. The proposed methodology is based on the application to the EMP assessment problems of the vulnerability/lethality (V/L) taxonomy (developed by the Army Research Laboratory ARL), which provides a mathematical framework for V/L analyses. In this report, the nuclear EMP V/L taxonomy is presented, with particular focus on the assessment of system components exposed to an EMP-induced transient signal.

The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States and its jurisdictions, including Puerto Rico. In 2003, a trial NAEP mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This report describes the content and administration of the trial NAEP mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future administrations. (Contains 16 tables and 6 figures.)

Designed for professionals in rehabilitation settings, this curriculum guide presents fifteen lessons that focus on preparing to seek a job, job seeking, and job maintenance. Among the lesson titles included in the guide are (1) How to Find the Right Job and Categories of Jobs, (2) Self-Expressed Interests and Attitudes for Specific Jobs, (3) Completing an Application for Employment, (4) Using the Telephone to Contact an Employer and Self-Evaluating Your Grooming for a Job Interview, (5) Behaviors That Are Acceptable or Unacceptable for an Individual During a Job Interview and Special Concerns for the Disabled, (6) Acceptable Behaviors Which You Should Exhibit on the Job and Good Work Habits, and (7) Getting the Most out of Life through Advancement on the Job and a Question and Answer Conclusion on Job Readiness Training. Each lesson follows a typical format that includes the following parts: lesson title, objectives, outline, reference materials, information sheets, and worksheets. Transparency masters, audiovisual references, and assessment instruments are appended. (LRA)

This article is from Pediatric Rheumatology Online Journal , volume 9 . Abstract Childhood systemic vasculitides are a group of rare diseases with multi-organ involvement and potentially devastating consequences. After establishment of new classification criteria (Ankara consensus conference in 2008), it is now time to establish measures for proper definition of activity and damage in childhood primary vasculitis. By comparison to adult vasculitis, there is no consensus for indices of activity and damage assessment in childhood vasculitis. Assessment of disease activity is likely to become a major area of interest in pediatric rheumatology in the near future. After defining the classification criteria for primary systemic childhood vasculitis, the next step was to perform a validation study using the original Birmingham vasculitis activity score as well as the disease extent index to measure disease activity in childhood vasculitis. Presently, there are efforts in place to develop a pediatric vasculitis activity score. This paper reviews the current understanding about the assessment tools (i.e., clinical features, laboratory tests, radiologic assessments, etc.) widely used for evaluation of the disease activity and damage status of the children with vasculitis.

This article is from Pediatric Rheumatology Online Journal , volume 9 . Abstract Childhood systemic vasculitides are a group of rare diseases with multi-organ involvement and potentially devastating consequences. After establishment of new classification criteria (Ankara consensus conference in 2008), it is now time to establish measures for proper definition of activity and damage in childhood primary vasculitis. By comparison to adult vasculitis, there is no consensus for indices of activity and damage assessment in childhood vasculitis. Assessment of disease activity is likely to become a major area of interest in pediatric rheumatology in the near future. After defining the classification criteria for primary systemic childhood vasculitis, the next step was to perform a validation study using the original Birmingham vasculitis activity score as well as the disease extent index to measure disease activity in childhood vasculitis. Presently, there are efforts in place to develop a pediatric vasculitis activity score. This paper reviews the current understanding about the assessment tools (i.e., clinical features, laboratory tests, radiologic assessments, etc.) widely used for evaluation of the disease activity and damage status of the children with vasculitis.

This article is from Drug, Healthcare and Patient Safety , volume 6 . Abstract Greater understanding of the hepatitis C virus (HCV) genome and life cycle of the HCV virion allows for new targets for therapy that directly act on the viral machinery to inhibit replication. Numerous direct-acting antivirals are in development, and four have been brought to market. Simeprevir, a second-generation protease inhibitor, has been approved for HCV genotype 1 patients in combination with pegylated interferon-α and ribavirin. Sofosbuvir, a novel nucleotide analog, has pangenotypic coverage and has been approved for HCV genotype 1 patients with ribavirin and pegylated interferon-α. For HCV genotypes 2 and 3, an all-oral regimen of sofosbuvir with ribavirin has become the new gold standard for treatment. The efficacy and safety for these two novel therapies among various subpopulations of those infected with chronic hepatitis C are discussed in the following review. In addition, off-label and future therapeutic regimens are addressed, as well as the concerns about cost of current and future therapies.

This article is from Environmental Health , volume 11 . Abstract Background: For almost 20 years, the Intergovernmental Panel on Climate Change has been assessing the potential health risks associated with climate change; with increasingly convincing evidence that climate change presents existing impacts on human health. In industrialized countries climate change may further affect public health and in particular respiratory health, through existing health stressors, including, anticipated increased number of deaths and acute morbidity due to heat waves; increased frequency of cardiopulmonary events due to higher concentrations of air pollutants; and altered spatial and temporal distribution of allergens and some infectious disease vectors. Additionally exposure to moulds and contaminants from water damaged buildings may increase. Methods: We undertook an expert elicitation amongst European researchers engaged in environmental medicine or respiratory health. All experts were actively publishing researchers on lung disease and air pollution, climate and health or a closely related research. We conducted an online questionnaire on proposed causal diagrams and determined levels of confidence that climate change will have an impact on a series of stressors. In a workshop following the online questionnaire, half of the experts further discussed the results and reasons for differences in assessments of the state of knowledge on exposures and health effects. Results: Out of 16 experts, 100% expressed high to very high confidence that climate change would increase the frequency of heat waves. At least half expressed high or very high confidence that climate change would increase levels of pollen (50%), particulate matter (PM2.5) (55%), and ozone (70%). While clarity is needed around the impacts of increased exposures to health impacts of some stressors, including ozone and particulate matter levels, it was noted that definitive knowledge is not a prerequisite for policy action. Information to the public, preventive measures, monitoring and warning systems were among the most commonly mentioned preventative actions. Conclusions: This group of experts identifies clear health risks associated with climate change, and express opinions about these risks even while they do not necessarily regard themselves as covering all areas of expertise. Since some changes in exposure have already been observed, the consensus is that there is already a scientific basis for preventative action, and that the associated adaptation and mitigation policies should also be evidence based.

The assessment of student learning outcomes is of keen interest to the federal government, accrediting bodies, and education associations and policymakers. Colleges and universities have been under increased pressured to demonstrate accountability for student learning and be more transparent about dimensions of educational quality. Although institutions are responding to these demands, it is not altogether clear where learning outcomes assessment ranks in importance on institutions' action agenda, or the extent to which colleges and universities are using assessment results to make real improvements in the quality of student learning. The National Institute for Learning Outcomes Assessment (NILOA) is a multiyear effort to understand and further the student learning outcomes agenda nationally. One of NILOA's primary activities is tracking the journey of higher education institutions responding to the challenge of outcomes assessment. To this end, NILOA conducts surveys, focus groups, and case studies to learn more about what colleges and universities are doing to assess student learning and how they are using the results. This paper highlights lessons from four focus group sessions with campus leaders--presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions--regarding their perspectives on the state of learning assessment practices on their campuses. The perceptions are considered in relation to findings from the 2009 NILOA survey report, "More Than You Think, Less Than We Need: Learning Outcomes Assessment in Higher Education." The perspectives of campus leaders provide first-hand accounts of a range of student learning outcomes activities on campus and help contextualize results from the 2009 NILOA survey. Focus group findings illustrate the extent to which assessment has taken hold on campus, explicate the role of accreditation and the responsibility of faculty in student learning outcomes assessment, and showcase how assessment has been furthered on campuses. The institutional examples of innovative assessment practices, particularly those that involve faculty in meaningful ways and lead to institutional improvements, and the promising ways that assessment has been woven into administrative structures and processes, are instructive for advancing understanding of what is happening on the ground at colleges and universities. The paper concludes by articulating questions and challenges raised by campus leaders including reservations about identifying and using assessment measures, issues of transparency and communicating results, and concerns about financing assessment. As the demand for greater emphasis on student learning outcomes assessment intensifies, it is important to document both the successes and challenges associated with campus efforts to respond. Campus leaders provide an important perspective on what is most likely to help assessment efforts grow and deepen in institutions. (Contains 4 footnotes.)

This monograph presents a diagram which distinguishes four different assessment levels in the teacher's professional development. Level 1 refers to assessments of the training experience, level 2 to assessments of the teacher's behavior, level 3 to assessments of pupil behavior, and level 4 to assessments of instruction. The diagram explains that level 4 is influenced by level 3, level 3 by level 2, and level 2 by level 1. It is explained that program decisions based on assessments were traditionally made at level 1. The validity of levels 2, 3, and 4 are then examined. It is held that level 2 is the level at which teaching should be evaluated. It becomes necessary, however, to determine competencies for this evaluation. The document presents a hierarchy of relevant competencies, including broad concepts, general characteristics, and specific behavior items. Program evaluation is also examined, and the statement is made that it must be demonstrated that teacher education programs can produce the kinds of teacher behaviors which in turn produce more growth in pupils. It is then necessary to use pupil behavior in program evaluation. The problems this causes in teacher evaluation can be avoided, however, through the use of large samples. The monograph also discusses lack of knowledge as a weakness in specifying competencies and developing programs. (PB)

The relentless press for steadily improved student learning outcomes requires that prospective teachers enter the classroom knowing how to fine-tune their teaching to meet the learning needs of individual students. Frequently, teacher candidates have difficulty conceptualizing their students as learners, looking more immediately to their own performance as teachers (Fuller, l969; Kagan, l992; Oosterheert & Vermunt, 2001). As Ross and Bruce (2007) argue, self-assessment can be an effective technique for influencing improvements in self-efficacy, goal setting, and effort regulation among teachers. Applied to teacher preparation, we examined the use of two learning self assessment tools in early teacher education coursework to examine the benefits of encouraging candidates to reflect on their own learning in order order to support the learning of their future students. Previous research in teacher education argues that self-assessment plays a critical role in a competencies-based curriculum because it requires candidates to analyze their own performances (Airsian & Gullickson, 1994; Ross & Bruce, 2007; Sluijsmans, Dochy, & Moerkerke, 1999). Conceptually derived from work by Schön (1983, 1987) on the reflective practitioner, by Elliot (1978) on teacher self-monitoring, and by Rogers (1983) on promoting personal responsibility for learning, self-assessment may be a critical feature in developing teachers who practice and promote self-regulated learning. It is crucial, then, for teacher candidates to explore ideas about themselves as learners to help understand ideas about cognition, motivation, and other concepts related to self-regulated learning (Dembo, 2001; Gordon, Dembo, & Hocevar, 2007; Zimmerman, Bonner & Kovach, 1996). To influence conceptual change in candidates, we must help them to articulate their ideas about learners and learning (Dole & Sinatra, 1998).

As part of its academic testing program and the evaluation of academic achievement, the Des Moines (Iowa) Public School System administers two standardized, norm-referenced achievement tests. These are the Iowa Tests of Basic Skills (ITBS) and the Iowa Tests of Educational Development (ITED). This document provides information regarding achievement on these tests in the 1994-1995 school year. The primary use of norm-referenced standardized tests is to provide general information about how the district compares with other urban districts with similar characteristics across the state and the nation. The ITBS is a test battery administered to students in grades 3, 4, 6, and 7 each year in February. The ITED is given each February to a sample of Des Moines students in grade 10. Results from both these assessments indicate that the district is achieving above most other schools nationally. While there is room for improvement, most schools are scoring at a higher percentile rank on the ITBS when compared to results from the ITBS given to similar groups in prior years. Overall, well above half of the students taking the ITED scored at or above grade level. For both tests, gender differences were minimal, but there were substantial differences between minority and nonminority students. Seven appendixes present details about test results, and a supplement contains a discussion of the norming process and norm use. (Contains eight tables, six appendix tables, and seven supplement tables.) (SLD)

A content analysis was conducted of think-aloud protocols of a teacher who used the Mathematics Assessment Questionnaire (MAQ) to explore the mathematical dispositions of her students. The teacher used the MAQ four times over a 2-year period with geometry students at various levels. On the first occasion, the teacher used a direct instruction model, but she changed to an alternate self-regulatory model based on a student-centered classroom for the other three classes. In addition, a nonroutine geometry problem was used for the last two administrations. After each use of the questionnaire, the teacher talked aloud to researchers while reviewing the student responses. Levels of teacher understanding of student thoughts and feelings about mathematics word problems were coded according to the usually identified levels of understanding and to the types of explanation the teacher used. The case study thus provided the opportunity to explore the teacher's thoughts about her students' responses, particularly in the situation in which her new teaching approach and new type of problem were not well understood by students. The use of types of explanation categories allowed distinctions to be made among the think-aloud episodes that were more refined than those permitted by level or content focus categories alone. (Contains 4 figures and 22 references.) (SLD)

A fundamental goal of teachers in public schools in British Columbia (BC) is to ensure all students of every age, through the principle of continuous learning, have an equal opportunity to develop their full capacity for artistic, cultural, emotional, intellectual, and physical growth. BC public school teachers believe that the primary purpose of assessment is to support and promote students' learning. They know it is important to use a variety of methods to assess students' progress and meet students' needs. Classroom instruction and assessment practices must be congruent with a belief that learning happens when the individual child is central to, engaged in, and excited by learning. With this focus, and through a series of finely tuned and complex decisions, the teacher's responsibility is to make curricular, instructional, and assessment choices to foster the growth of the whole child. Ongoing classroom assessment allows students to demonstrate, in a variety of ways, what they are learning and thereby informs teaching and learning. Teachers know that learning is a complex process, and that students learn in different ways and at different rates. The proliferation of mandated, district-wide, and provincial testing has taken time away from teaching and learning and has had an effect on the "taught" curriculum, by both narrowing it and making it shallower. The workload on teachers has increased dramatically, adding stress to the job, and forcing some to choose to teach part-time in order to be able to comply with the requirements imposed on the system. The misguided use of school district data has not improved the learning conditions of children nor increased the resources necessary for effective instruction to ensure success for students. The so-called accountability or achievement agenda has not produced any tangible improvements for the education system as a whole nor for the children who attend schools. Teachers are committed to ensuring the best possible education for every child. It is because of this commitment that they are so concerned about the current practices in, and direction of, the public education system. If teachers are being pressured to act in ways that are harmful to children, causing children undue stress, short-changing them on exciting educational opportunities, labeling them as failures because of their language, class, or gender then there is a need to change what is being done. This paper contends that educational policy and practice must shift away from standardization and return to focusing on student's individual learning needs.

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries. [This work was previously titled "What We Have Learned in the Past Decade: RTI's Approach to Early Grade Literacy Instruction."]

This report describes findings of two half-day focus group meetings that discussed experiences and concerns about the participation of students with Limited English Proficiency (LEP) in Minnesota's Basic Standards Exams. The focus groups included test coordinators, general classroom teachers, and English as a Second Language teachers. The report summarizes the discussions held during the focus groups, including: (1) experiences during the Spring 1996 testing, with information on the level of participation by students with LEP, how participation decisions were made, and provision of accommodations; (2) suggestions for future test administrations, including information on interim testing, possible accommodations, district decision making processes, temporary exemptions, and a Pass-LEP scoring option; (3) future district needs, including the need for better student information, better test information, and other types of tests; and (4) district concerns, including general concerns about setting levels of performance, remediation and test preparation, and use of data. Possible accommodations discussed included the option to restate directions and test questions in different English words to make the test more comprehensible to students with LEP, the option to test students with LEP in their own classrooms, and the option to use dictionaries on the Basic Standards of Written Composition. (CR)

There has been a major shift in educational learning goals--as seen most recently by Goal 4.7 of the Sustainable Development Goals--focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving, collaboration, critical thinking, and communication. The focus on these "21st century goals" is visible in education and curricular reform, and has been promoted by global discussion of changing work and societal needs. This paper describes global, regional, and national examples of this shift, and then focuses on implementation challenges. The paper focuses most explicitly on the issue of assessment but asserts that any major reform in an educational philosophy shift must ensure alignment across the areas of curriculum, pedagogy, and assessment. The paper identifies several challenges to implementation of this educational shift. These include the need for clear understanding of the necessary skills and the need for clear descriptions of what different levels of competencies in skills might look like. The paper identifies possible assessment approaches, using examples to highlight effective strategies for assessment of the skills, while acknowledging the technical difficulties associated with "capture" of behaviors in scoring and reporting them. Following a discussion of the cross-cultural issues relevant to assessment of 21CS, the paper looks at three countries--Australia, Kenya, and the Philippines--to identify how they are approaching the assessment and teaching of 21CS in their basic education sectors. The countries' varied emphases on curriculum, pedagogy, and assessment are of particular interest as a majority of countries around the world explore how to approach these challenges. These examples lead to the conclusion that learning progression models are key to ensuring alignment through the education delivery system. [Support was provided to Brookings by Porticus.]

In 2003, a trial National Assessment of Educational Progress (NAEP) mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This report describes the content and administration of the trial NAEP mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future administrations. This report is one of a series of three on the administration and results of the 2003 and 2005 trial NAEP mathematics assessments in Puerto Rico: (1) "Mathematics 2003 and 2005 Performance in Puerto Rico: Highlights" [ED495982]; and (2) "Mathematics 2005 Performance in Puerto Rico: Focus on the Content Areas" [ED495981]. This, the third report, focuses on the technical considerations of the trial assessments and plans to include Puerto Rico as part of the national sample in future administrations. (Contains 20 figures and 3 tables.)

In 2003, a trial National Assessment of Educational Progress (NAEP) mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This report describes the content and administration of the trial NAEP mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future administrations. This report is one of a series of three on the administration and results of the 2003 and 2005 trial NAEP mathematics assessments in Puerto Rico: (1) "Mathematics 2003 and 2005 Performance in Puerto Rico: Highlights" [ED495982]; and (2) "Mathematics 2005 Performance in Puerto Rico: Focus on the Content Areas" [ED495981]. This, the third report, focuses on the technical considerations of the trial assessments and plans to include Puerto Rico as part of the national sample in future administrations. (Contains 20 figures and 3 tables.)

The Des Moines Public School System (Iowa) continually evaluates the process of teaching for learning. As part of this ongoing process, this report provides information to the Board of Directors and the public about the achievement of district students on the Iowa Tests of Basic Skills (ITBS), Iowa Tests of Educational Development (ITED), the American College Tests (ACT) and Scholastic Assessment Tests (SAT), the Advanced Placement Tests (AP) for college placement, the District Composition Assessment (performance based assessment for grades 3, 5, 8, and 11), and the school district's own criterion-referenced assessments. The aggregate of information from the multiple assessments in this report is an indication that district students are learning. In an urban context of diverse ethnic and socioeconomic factors, the Des Moines Public Schools continues to pursue a quality educational program. Standardized norm-referenced test scores are increasing in many schools. ACT, SAT, and AP results reflect district success in challenging students to reach higher levels of achievement. Student writing proficiency, measured by the composition test, also is increasing. Results for the criterion-referenced, objectives-based tests were mixed. At the elementary level, only in language arts did the percentages of students achieving the mastery standard fall, but at middle school levels, students lagged in mathematics, science, and foreign language, and at the high school level, students were not on target in family and consumer sciences and mathematics. Gaps based on ethnicity and socioeconomic indicators continue in the school system. Five appendixes present definitions and test results. (Contains 17 tables and 6 figures.) (SLD)

An evaluation was conducted of a summer institute on assessment in adult literacy held at the University of Pittsburgh. The summer institute was designed to enable program administrators and instructors to hear experts in the field of adult assessment discuss, in depth, the issues that are common to all adult literacy providers. Participants had opportunities to broaden their knowledge base about formal and informal assessment and to participate in problem-solving activities about assessment issues relevant to their day-to-day professional lives. Each participant received institute evaluation forms for the small group sessions, workshops, and overall effectiveness of the institute, including quality of the keynote addresses. The evaluation found that of the 95 participants, 43 percent were administrators, 37 percent were instructors, 12 percent were counselors, and 8 percent were volunteers. Fifty percent of the participants identified themselves as experienced in the area of adult literacy. The majority of participants agreed that the content of the workshops and small group sessions was relevant to their needs, well organized, and highly effective, with an adequate balance of information-giving, hands-on activities, and time to ask questions and interact. The study concluded that, overall, the institute was successful and accomplished its goals in addressing the needs of a diverse group of literacy providers. Recommendations to improve future workshops included the following: (1) keynote speakers need to incorporate adequate opportunities for group interaction; (2) keynote speakers need to provide practical examples so participants can make connections between theory and practice; (3) participants would benefit from more handouts so that they could review the materials; and (4) participants should be provided with lists of references. (The questionnaires used in the evaluation are included in the report.) (KC)