Downloads & Free Reading Options - Results

The chapters in this collection contribute to the debate about the value and usefulness of radically different kinds of assessments in the U.S. educational system by considering and expanding on the theoretical underpinnings of reports and speculation. The chapters are: (1) "Assessment Reform: Promises and Challenges" (Nidhi Khattri and David Sweet); (2) "Performance Assessment and the Multiple Functions of Educational Measurement" (Daniel P. Resnick and Lauren B. Resnick); (3) "Evaluating Progress with Alternative Assessments: A Model for Title I" (Mark Wilson and Raymond J. Adams); (4) "Extended Assessment Tasks: Purposes, Definitions, Scoring, and Accuracy" (David E. Wiley and Edward T. Haertel); (5) "Linking Assessments" (Robert L. Linn); (6) "Performance Assessment: Examining the Costs" (Roy Hardy); (7) "Conceptualizing the Costs of Large-scale Pupil Performance Assessment" (David H. Monk); (8) "Change Has Changed: Implications for Implementation of Assessments from the Organizational Change Literature" (Suzanne M. Stiegelbauer); (9) "Arizona's Educational Reform: Creating and Capitalizing on the Conditions for Policy Development and Implementation" (Lois Brown Easton and Paul H. Koehler); and (10) "Performance Assessment and Equity" (Eva L. Baker and Harold F. O'Neil, Jr.). Each chapter contains references. (SLD)

The chapters in this collection contribute to the debate about the value and usefulness of radically different kinds of assessments in the U.S. educational system by considering and expanding on the theoretical underpinnings of reports and speculation. The chapters are: (1) "Assessment Reform: Promises and Challenges" (Nidhi Khattri and David Sweet); (2) "Performance Assessment and the Multiple Functions of Educational Measurement" (Daniel P. Resnick and Lauren B. Resnick); (3) "Evaluating Progress with Alternative Assessments: A Model for Title I" (Mark Wilson and Raymond J. Adams); (4) "Extended Assessment Tasks: Purposes, Definitions, Scoring, and Accuracy" (David E. Wiley and Edward T. Haertel); (5) "Linking Assessments" (Robert L. Linn); (6) "Performance Assessment: Examining the Costs" (Roy Hardy); (7) "Conceptualizing the Costs of Large-scale Pupil Performance Assessment" (David H. Monk); (8) "Change Has Changed: Implications for Implementation of Assessments from the Organizational Change Literature" (Suzanne M. Stiegelbauer); (9) "Arizona's Educational Reform: Creating and Capitalizing on the Conditions for Policy Development and Implementation" (Lois Brown Easton and Paul H. Koehler); and (10) "Performance Assessment and Equity" (Eva L. Baker and Harold F. O'Neil, Jr.). Each chapter contains references. (SLD)

One of the benefits of performance based assessment is its allowance for the teacher to gather information about how the student understands and applies knowledge. In this Digest, the basic steps a teacher should take to plan and execute effective performance-based assessment are outlined. Coverage includes the steps of planning and executing either formal or informal performance based assessments, namely: defining the purpose of the assessment; choosing the activity; defining the performance criteria; creating performance rubrics, or rating systems by which to determine students' proficiency for a given concept or skill; and, assessing the performance, including using tools by which to deliver feedback to the student. (Contains eight references.) (LMD).

One of the benefits of performance based assessment is its allowance for the teacher to gather information about how the student understands and applies knowledge. In this Digest, the basic steps a teacher should take to plan and execute effective performance-based assessment are outlined. Coverage includes the steps of planning and executing either formal or informal performance based assessments, namely: defining the purpose of the assessment; choosing the activity; defining the performance criteria; creating performance rubrics, or rating systems by which to determine students' proficiency for a given concept or skill; and, assessing the performance, including using tools by which to deliver feedback to the student. (Contains eight references.) (LMD).

According to national and state reform efforts in science and mathematics education, new forms of collaboration to foster integrated professional development for teachers are needed. These collaborations are seen as a means to involve practitioners and theoreticians in teacher education. Due to the participation of many players, collaborative efforts in teacher education draw upon a wide field of expertise, experiences, and perspectives. This paper describes a collaboration formed between university researchers, practicing teachers, and personnel from the local educational service district. This collaboration was formed to focus on increasing preservice and inservice teachers' understanding and use of performance assessment through a field based experience in K-8 mathematics and science methods courses. (Contains 15 references.) (Author)

The External Diploma Program (EDP) of the American Council on Education is an applied-performance, competency-based assessment program that provides credentials to skilled adults who have acquired their high-school-level abilities through their life experience. Through the EDP mature adults can do the following: demonstrate their abilities in a series of simulations that parallel job and life situations; be evaluated against established criteria of performance instead of by comparison with others; take responsibility for acquiring instruction through existing community resources; and demonstrate mastery of all the competencies required, including an occupational or specialized skill, without stepping inside a classroom. Outcomes were originally determined through a task force consensus model, through which a group of business, labor, education, and government representatives agreed on life skill competencies. The outcomes have been updated periodically as new competencies have become necessary. Consistency and stability of the ratings are constantly monitored to ensure reliability. The portfolio assessment has been kept cost effective because there is no instructional component, recordkeeping has been streamlined, new instructional programs are not designed, assessments can be delivered at work sites, and raters meet frequently to build consensus. The EDP system has the following characteristics: (1) documents outcomes; (2) includes multiple modes of demonstration; (3) is a high-stakes assessment; (4) contains safeguards; (5) is valid; (6) is reliable; (7) has quality controls; and (8) can be cost effective. (KC)

More than three years have passed since the Defense Acquisition Performance Assessment (DAPA) project was completed and the results briefed to the study's sponsor, the Deputy Secretary of Defense. In that time, the Department of Defense has issued its 14th major change to the Department's Acquisition System management guidance. Combined with a shortfall of experienced and skilled acquisition business professionals, the result is a pervasive and troubling level of uncertainty and unpredictability regarding defense acquisition programs. The resulting Acquisition System, including Planning, Programming, Budgeting and Execution (PPBE), Requirements, and the little a (Acquisition Process) lacks structure and discipline. What follows is persistent failures to meet cost, schedule, and performance objectives. This paper presents a case for a mandatory set of Acquisition System rules to address this problem. Though by no means exhaustive, the recommended rules fit categories in the acquisition process, the requirements process, and the PPBE process -- referred to here simply as the Budget Rules. The premise of this paper is that the right mandatory set of rules applied to Major Defense Acquisition Programs would result in weapon systems and equipment critical to warfighter success being fielded more rapidly on cost, on schedule, and performing as expected. The presentation includes 5 briefing charts.

In an examination of the conditions required for the successful implementation of performance assessment, the authors draw on a range of personal experience and other insights to guide practitioners and policymakers. Building on the authentic assessment work of the Boston Pilot Schools (CCE 2004), in 2008 the Center for Collaborative Education (CCE) began developing a system to design and implement performance assessment that was research-based and educator-driven and that achieved a high level of technical quality. The authors conducted research and worked with a cohort of educators to bridge research and practice. The initiative culminated in the assessment model Quality Performance Assessment (QPA).

1For Greater Things: The Story of Saint Stanislaus Kostka

By William T. Kane

Saint Stanislaus Kostka was a 16th century Polish novice in the Society of Jesus. Polish nobleman John Kostka was not pleased with the spiritual inclinations of his second son. He did all he could to discourage Stanislaus’s desire for Christian service. Paul, a brother two years older than Stanslaus, bullied him and tried to lure him into more worldly pursuits. Stanislaus was determined to join the Society of Jesus. To demonstrate his determination, Stanislaus walked the long and dangerous 350 miles from Vienna to Rome. He made the trip alone depending on the charity of others and there was accepted into the Society of Jesus as a novice on his 17th birthday. During his short time as a novice his religious fervor and piety were amazing. He was beatification in 1605; and he canonized on 31 December 1726. - Summary by Wikipedia and Phil Chenevert

Johnny Liddell, the fast-moving New York private eye, is hired to investigate a murder which everyone but the client calls a suicide. The client, a beautiful heiress, unfortunately fails to appear at a rendezvous to explain matters; instead a very active tommy-gun enlivens the proceedings. Score: one gunman killed, Liddell unscathed. The gangsters turn out to be members of a syndicate run from Sing Sing, but their connection with the girl is not clear. And she, by this time, has vanished completely, leaving the detective with nothing but a $500 retainer. With his usual keenness Johnny moves from this lively beginning on a violent trail of fights and point-blank killings from Park Avenue to Broadway, leading to a very unexpected climax. - Summary from inside front flap of book

Johnny Liddell cleans up the crime-ridden New York water front by making a dope charge stick against the head of the "organization", the group masterminding the big-time rackets. Liddell naturally arouses a grim determination to get rid of him via beating, fighting, and general mayhem on the part of the lowest mug as well as the remote Marty Regan, boss of the organization. With the cooperation of a crusading newspaper, an honest inspector, and a maritime insurance company, he boldly puts the finger on Regan. In this slam-bang story of suspense, Mr. Kane pulls aside the curtain to show how crime got its stranglehold on the city. - Summary by Inside sleeve of first edition

A Case of Corpses... They piled up so fast that private-eye Johnny Liddell figured he was ahead if he found them still warm. It started when he was hired as baby-sitter to a wildcat. She was blond and beautiful, and stacked better than a deck of marked cards. And she had a cool $200,000 worth of hot diamonds. There was just one hitch. She used bourbon instead of perfume. (Summary by Rear cover, 1955 Dell paperback edition)