Instructional Design (1996)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Z

A

Almasi, J. F., Ed. And Others. (1993). Literacy: Issues and Practices. 1993 Yearbook of the State of Maryland Reading Association Council. Volume 10. This Yearbook begins with a foreword by Janice F. Almasi that outlines some of the steps that the state of Maryland is taking as a leader in literacy education and literacy assessment, and the eight articles in this edition reflect many of these steps. The articles are: "Three Dialogues about Reading Engagement" (John T. Guthrie); "My Classroom Was Literacy Poor]" (Corinne Pritzlaff Weis): "Read to Somebody Everyday: A Shared Reading Program" (Steven P. Chasen and Gail W. Holt); "Blending Reader Response Theories and Reading Comprehension Instruction" (Sandra R. Wallis); "The 'Write' To Learn Mathematics" (Bob. M. Drake and Linda B. Amspaugh); "Intermediate Grade Students' Awareness of the Writing Process" (Natalie Felsher, Judy Ramoy Johnson, and Priscilla P. Waynant); "The Use of Retellings for Portfolio Assessment of Reading Comprehension" (Patricia S. Koskinen, Linda B. Gambrell, and Barbara A. Kapinus); and "The Signing for Reading Success Study Group" (Cynthia T. Bowen, Jean H. Mattheiss, and Robert M. Wilson). (NKA) ED356465

Anderson, J. R. (1990). Cognitive psychology and its implications ( 3 ed.). New York: W. H. Freeman. dissertation.essential BF 311 .A5895 1990

Anderson, J. R. (1990). The adaptive character of thought. Hillsdale, NJ: Lawrence Erlbaum. dissertation.essential BF 311 .A585 1990 not at Auraria

Archbald, D. A. (1991). Authentic Assessment: What It Means and How It Can Help Schools. Recent years have seen a new and serious commitment to improving methods of assessing academic performance. Schools, school districts, and states are experimenting with a wide range of assessment alternatives. This paper is about this new commitment to assessment and begins with some background on standardized tests because the rationale for authentic assessment requires understanding the purposes and limitations of standardized tests. It is argued that an authentic test is one that measures performance on authentic intellectual tasks in a way that reveals precisely what a student knows or can do. The second part of the paper discusses the potential of authentic assessment to improve curriculum and instruction. The following potentials are noted: (1) clarifying and legitimating high standards; (2) providing incentives for authentic instruction and tasks; and (3) providing more useful instructional and management information. It must be recognized that authentic assessment is costly and time-consuming, but its return is recognized in the fulfillment of the potentials described. Five figures illustrate the discussion. (Contains 41 references.) (SLD) ED366624

B

Baker, E. L., & O'Neil, H. F. (Eds.). (1994). Technology assessment in education and training. Book

Banathy, B. H. (1991). Systems design of education.: Educational Technology $29.95. Banathy is an idealist and a visionary who seeks to bring order and systematic development to the effort to bring education into the present, and to help shape its future. His basic assumption is that society underwent a paradigm shift during the 1950s--from an industrial society to a postindustrial society--while the schools have remained in the industrial society mode. Hence the need for a fundamental change lest education become increasingly irrelevant. To bring this vision to reality, Banathy proposes the use of systems design to create the future. He asks that the schools, in concert with their communities, be explicit about the good life and the just society they wish to create. As Banathy describes it, systems design is almost unknown in the education community, but he holds out the promise that this approach will bring about planned change. The book is purely theoretical; three case studies are offered as appendixes, although none of them fully exemplifies Banathy's plan. Banathy's chief limitation is that he ignores learning theory and what has been learned since 1900 about educational reform and curriculum change. In general, he dismisses educational history. Reviewer: Foshay, Arthur W. Reviewer affil: Teachers College, Columbia University Includes: index Subjects: School management and organization/United States Educational planning/United States Educational change/United States Choice review # 29-0428 LC Card Number: 90-19155 LB2805 .B264 1991

Barker, P. (Ed.). (1989). Multi-Media Computer Assisted Learning. New York: Kogan Page. dissertation.keeper recall LB 1028.5 M85

Barrow, D. A. (1994). The Use of Portfolios to Assess Student Learning. Journal of College Science Teaching v22 n3 p148-53 Dec-Jan 1993-94. Describes how one teacher and 46 general chemistry students used portfolios as part of the evaluative process. Argues that any worthwhile assessment must address questions about the inevitable impact of testing on students and their learning. (PR) UMI Report/ISSN: ISSN-0047-231X EJ474977

Bauer, N. J. (1993). Instructional Designs, Portfolios and the Pursuit of Authentic Assessment. Educational assessment is discussed, describing three images of instructional design that can be used to construct classroom learning environments, and focusing on the nature and uses of portfolios and authentic assessment. The following three designs for schooling are considered: (1) discipline-centered schooling, the most familiar vision of teaching; (2) empirical-naturalistic schooling, in which students assist students in shaping their uncertainties into problems that can lead to significant and integrated learning; and (3) Great Works schooling, in which students develop interpretive powers through shared inquiry into works of literature or art. Portfolio construction and assessment are reviewed and discussed in the context of authentic assessment. A continuum of authentic assessment is proposed, and problems in its development are explored. Portfolio assessment can be a means toward a more authentic evaluation of learning. Use of portfolios can make teaching a far more participative process. (Contains 10 references.) (SLD) ED363638

Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning and instruction (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum. dissertation.essential LB 1051 K715 1989 lost at auraria

Bernt, F. M., Bugbee, A. C. J., & Arceo, R. D. (1990). Factors influencing student resistance to computer administered testing. Journal of Research on Computing in Education, Spring 1990, 265-275. dissertation.keeper obtained computer literacy

Bobbit-Nolan, S. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287. dissertation.keeper LB 1060 .C6 obtained

Bornstein, M. H. B., Jerome S. . (1989 ). Interaction in human development ed. by Marc H. Bornstein and Jerome S. Bruner 306 pages : L. Erlbaum $49.95 . This may be the most stimulating and significant volume yet to appear in the "Cross-currents in Contemporary Psychology" series; it is a critically important addition to this series, and a valuable supplement to the "Life-Span Developmental Psychology" series. Bornstein and Bruner invited distinguished researchers and theorists to present perspectives on the interactive aspects of human development, and the manuscripts provided certainly reveal, as one contributor aptly noted, that "Interaction has many meanings." Although a "grand" synthesis of the meanings of interaction was rightfully avoided, it was apparent that two major themes permeated many of the chapters--that interaction refers to the transmission of knowledge or skill within a culture, and that interaction refers to the interplay of genetics and environment in shaping the course of development over time. Variations of these themes are presented in three-chapter sections devoted to cognitive development, language development, parent-child relations, and a particularly strong and useful discussion of the methodological issues required to explore these areas. These chapters demonstrate how and why leading developmentalists (such as Lerner, Plomin, or Scarr) have moved beyond "main effect" models of nature and nurture to consider the conditional and temporal interaction of these components. Highly recommended for upper-division undergraduates. Reviewer: Stewart, Robert B., Jr. Reviewer affil: Oakland University Includes: indexes Choice review # 27-3557 LC Card Number: 89-1603 Book

Bossone, R. M., Ed. Polishook, Irwin H., Ed. (1992). Educational Assessment. Proceedings: Conference of the University/Urban Schools National Task Force (13th, Atlanta, Georgia, November 8-9, 1991). At this conference on educational assessment, there was consensus among participants on the importance of the use of assessment to improve instruction, enhance the curriculum, and allow policy makers to measure achievement. There was less consensus about the best forms of assessment to use. The following conference papers are provided in this document: (1) "The National Education Goals Report" (P. D. Forgione, Jr.); (2) "Assessing the Business Roundtable's 1990s Education Initiatives" (M. T. Nettles); (3) "National Assessment for Educational Progress" (A. E. Lapointe); (4) "Georgia State Assessment Program" (S. Bernknopf); (5) "Los Angeles City School Assessment Program" (F. I. Stevens); (6) "Philadelphia School District Assessment Program" (R. C. Altman); (7) "Assessment in Mathematics Instruction" (T. J. Cooney); (8) "Assessment in Science Instruction" (A. B. Champagne); (9) "Assessment in Reading and Writing Instruction" (S. W. Valencia); and (10) "Summation" (R. Rothman). (SLD) ED342782

Bowers, C. A. (1993). Education, cultural myths, and the ecological crisis: toward deep changes. 232p.: State University of New York. Bowers finds us mired in an ecological crisis and he recognizes that the turnaround can only be accomplished politically; but before we can develop a political will strong enough to counter the forces now destroying our habitat, he believes we need radical cultural change, initiated by equally radical changes in our educational system. Moreover, he sees little hope in surface reforms currently being pushed by both liberal and conservative educational critics. Taking his cue from the "deep ecologists," he calls on schools to go beyond adding courses in environmental science and recycling programs. He challenges educators to turn out students whose worldview is not anthropocentric, who share a sense of the interdependency of all life-forms, who appreciate the limitations of rationality and technocracy, who recognize that growth and change do not necessarily mean progress, and that societal and individual success need not be measured in consumable goods. He calls, in fact, for a new form of spirituality, one like that of primal groups whose major values are relatedness and long-term survival. Flawed by occasionally pretentious phrasing, the book offers an important challenge to educators at every level. Reviewer: R. O. Ulin Reviewer affil: University of North Carolina at Chapel Hill Includes: index Choice review # 30-5716 LC Card Number: 91-13356 CIP Book

Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding some investigations of comprehension and recall. Journal of Verbal Learning and Verbal behavior, 11, 717-726. dissertation.keeper bransford

Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can't be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). Cambridge, England: Cambridge University Press. dissertation.essential BF 446 .S56 1989 not at auraria

Bransford, J. D., Sherwood, R., Vye, N. J., & Reiser, J. (1986). Teaching thinking and problem solving. American Psychologist, 41(10), 1078-1089. dissertation.essential

Breakwell, G. M. e. (Ed.). (1992). Social psychology of identity and the self concept. San Diego: Surrey University Press in Association with Academic Press. dissertation.essential CU Science: BF 697 .S66 1992 (recall) not at auraria

Brown, A. L. (1988). Motivation to learn and understand: On taking charge of onešs own learning. Cognition and Instructio, 5(4), 311-321. dissertation.essential LB 1060 .C6 obtained

Brown, A., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Brown, Collins, and Duguid (1989) argue that everyday cognition is situated; that is, knowledge is embedded in situations, context, and culture in which it is learned. Traditional, didactic instruction that separates "knowing what" from "knowing how," is differentiated in this perspective from cognitive apprenticeship, a pedagogical approach that deliberately embeds learning in authentic, social and physical contexts.

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Acts can be treated as a companion to Bruner's earlier book, Actual Minds, Possible Worlds (CH, Sep'86). Both books are extended, contemplative essays on the role played by narrative in the construal of meaning. In the more recent work, Brunner elaborates on the failure of cognitive science in abandoning "meaning-making" for "information-processing," and its attendant concentration on computational logic. He urges that cognitivists accept the importance that "folk psychology" plays in how people understand their world, and he argues, persuasively, that folk psychology is an exercise in narrative storytelling. He then proceeds to discuss how the structural characteristics of narrative unfold developmentally and the interpersonal role played by narrative in the construction of the self-concept. Bruner, as one of the most influential psychologists of this century, makes an important statement well worth reading, especially for cognitive scientists looking for the lost roots of their discipline. Notes and references with each chapter; adequate index. All levels of readers. Reviewer: Katz, Albert N. Reviewer affil: University of Western Ontario Includes: index afp Subjects: Meaning (Psychology) Cognitive psychology/History Ethnopsychology Choice review # 28-6498 LC Card Number: 90-40485 Book

C

Carroll, J. M. (1990). The Nurnburg funnel: Designing minimalist instruction for practical computer skill. Cambridge, MA: MIT Press. dissertation.essential

Chapman, C. (1990). Authentic Writing Assessment. ERIC Digest. Some of the ways authentic writing assessment can be used in education are discussed. Using the Illinois Writing Program (IWP) as an example, this digest also looks at some of the goals, solutions, and experiences of a program that is implementing authentic writing assessment. New directions in authentic assessment are aimed at going beyond writing as an isolated subject unto itself by integrating writing into the teaching of all subject areas, including science and mathematics. An authentic writing assignment should reflect various types of writing as well as levels of complexity related to the task assigned in the assignment's prompt. An increasingly popular format is portfolio assessment, in which students complete a body of writing over a prolonged period of time. The IWP was designed to represent defined writing skills as well as status and growth; verify that the methods used to construct, conduct, and verify the assessment meet technical standards; and implement an informational network to allow classroom and district personnel to use test results to improve instruction. Criteria for the rating system concentrate on the paper's maintenance of a compositional focus, the use of supportive arguments, organization, and use of conventional English. The assessment also produces a focused holistic score on integration, which reflects how well the composition as a whole accomplishes the assignment. Teacher involvement in the program is fostered via workshops, provided to over 1,000 teachers during the program's 5-year history. A five-item list of additional reading materials is included. (TJH) ED328606

Clariana, R. B. (1993). The Motivational Effect of Advisement on Attendance and Achievement in Computer-Based Instruction. Journal of Computer-Based Instruction v20 n2 p47-51 Spr 1993. Describes a study of at-risk high school students that investigated the motivational and instructional effects of advisement in computer-based instruction on learners of varying ability and locus of control orientations. Session attendance and achievement on tests are examined, and interaction between advisement and gender is discussed. (Contains 20 references.) (LRW) UMI Report/ISSN: ISSN-0098-597X EJ467343

Clinchy, E. (1989). Education in and about the real world. Equity and Choice. dissertation.keeper

Collins, A. (1985). Teaching reasoning skills. In S. F. Chipman & J. W. Segal & R. Glaser (Eds.), Thinking and learning skills: Vol. 2. Research and open questions (pp. 65-80). Hillsdale, NJ: Lawrence Erlbaum. dissertation.keeper LB 1060 .T48 1985 v.2

Collins, A. (1992). Portfolios for Science Education: Issues in Purpose, Structure, and Authenticity. Science Education v76 n4 p451-63 Jul 1992. Explores the potential of portfolios for science education by examining issues related to purpose, structure, and authenticity. Illustrates portfolio applications in student assessment, prospective science teacher education programs, and the assessment of practicing science teachers. (MDH) UMI Report/ISSN: ISSN-0036-8326 EJ473469

Collins, A. (1993). Performance-Based Assessment of Biology Teachers: Promises and Pitfalls. Journal of Research in Science Teaching v30 n9 p1103-20 Nov 1993. Explored three modes of performance-based assessment: portfolios, portfolio-based simulations, and simulation exercises. Fifteen high school biology teachers completed 11 assessment activities. The primary finding is that performance-based assessments can be designed and administered, teachers can complete them, the assessment can be rated, and they do discriminate. (PR) UMI Report/ISSN: ISSN-0022-4308 EJ478365

Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum. The construct of cognitive apprenticeship is further elaborated by Collins, Brown, and Newman (1989). From their perspective, knowledge and learning is functionally embedded in social contexts. They extend on anthropologist, Jean Lave's explications of apprenticeship methods, which includes the processes of observation, modeling, and practice. Collins, et al. (1989) refer more to a teacher's point of view and refer to these processes as modeling, coaching, and fading. First, the learner observes a functional process, they begins to practice the process with the aid of a coach, and then gradually becomes more independent with regard to the process. Coaching is further defined by the provision of scaffolding, or the support and incremental direction given by the coach to the learner. Through the processes of comparison learning and self-reflection, learners are guided into learning complex physical skills which also foster metacognitive skills. Transfer is also accomodated by diversifying the situations in which abstract information is portrayed in situ. An example of a cognitive apprenticeship method, is provided by Palinscar and Brown's methods of reciprocal teaching and procedural facilitation of writing. In the first approach, students work to teach each other. In the second approach, students contrast expert and novice writing strategies. These kinds of approaches guide the student in the acquisition of expertise.

Condry, J., & Chambers, J. (1978). Intrinsic motivation and the process of learning. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward (pp. 61-84). Hillsdale, NJ: Lawrence Erlbaum. dissertation.keeper book

Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass. dissertation.essential

CU DPL DU RGS UNC UW

D

D'Alonzo, B. A. O. (1990). Dropout Prevention for Rural At-risk Youth. Louisiana Tech University conducted a program to reduce drop-out probabilities for at-risk special needs adolescents as part of the Job Training Partnership Act (JTPA). Eighty-six students between the ages of 14 and 16 were chosen as "at-risk" based on economic disadvantage, lower academic performance, behavioral and adjustment problems, family dropout history, personal interview, and the judgement of a guidance counselor. For an 8-week period, students resided at Louisiana Tech University, where they were immersed in job, academic, and personal activities. Each participant worked 20 hours per week at various job sites on the campus and were paid minimum wage. Students also received 4 hours per day of language arts and mathematics instruction. Counseling, recreation, and performing arts activities were optional. Researchers gathered pre- and post-test data on: (1) attitudes toward job choice and career success; (2) academic achievement; (3) attitudes toward education and schools; and (4) self-concept. Rating of job performance by supervisors was positive, and rating of job satisfaction by employees revealed general satisfaction. No significant pre-post gains emerged in career attitudes or education attitudes. Consistent gains in academic achievement appeared in all components. Contrary to expectations, students showed a decrease in self-concept. (KS) ED331662 throwback

Dalton, D. W., & Hannafin, M. (1985). Examining the Effects of Varied Computer-Based Reinforcement on Self-Esteem and Achievement: An Exploratory Study. The effects of judgmental and non-judgmental computer assisted instruction (CAI) feedback on the self-esteem and mathematics achievement of remedial level junior high school students were examined. Each of 44 eighth-grade mathematics students was given a self-esteem pretest questionnaire, completed a basic mathematics facts drill and practice CAI program with varying degrees of judgmental feedback, and was posttested on the self-esteem scale. The basic CAI program consisted of three sets of randomly generated multiplication fact drill and practice problems, with factors ranging from one to nine. The systematic feedback in the CAI programs used either affirmation of response only, affirmation plus positive reinforcement for correct responses, affirmation with negative reinforcement for incorrect response, or affirmation plus positive and negative reinforcement. No statistically significant differences were found among the treatment groups, perhaps because of the short-term nature of the study. On the average, computer self-esteem scores increased somewhat for all the treatment groups, indicating that their attitudes towards CAI improved somewhat as a consequence of their exposure to the program. Twenty-one references are listed. (Author/LMM) ED256308

Dancy, L. C. (1993). Fostering Student and Teacher Competence: Exposing the Lies. Conventional approaches to teaching and learning perpetrate lies about the nature of knowledge, self-worth, and growth. Working with Foxfire and authentic assessment can offer teachers an opportunity to discover emancipating truths. These approaches demonstrate the value of students' growth in their own competence and in their self-direction. The practice of presenting information in an organized pattern and testing for comprehension tells the learner the lie that knowledge is the acquisition of another person's thinking and work. As teachers grow in their comprehension of the vastness of knowledge available, it is only natural that they shrink in their sense of self-worth. Teachers need to be trusted to construct knowledge from their experiences and from new concepts offered to them, rather than having educational changes dictated to them. (JDD) ED362479

de Caprariis, P. (1994). A Revisionist View of Scientific Literacy. Journal of College Science Teaching v23 n1 p141-42 Dec-Jan 1993-94. Asserts that the scientific literacy of the average person can be evaluated adequately only with a definition that involves thinking processes and ignores test-taking skills. (PR) UMI Report/ISSN: ISSN-0047-231X EJ475002

Deci, E. L., & Ryan, R. M. (1985). Instrinsic motivation and self-determination in human behavior. New York: Plenum. dissertation.keeper

Denny, M. (1991). Moving toward a Primary Program: A Self-Study. The attributes of Kentucky's Primary Program are developmentally appropriate practices; multi-age classrooms; continuous progress; authentic assessment; qualitative reporting; professional teamwork; and parent involvement. This document serves as a guide for teachers who wish to make changes concerning these attributes as they relate to four specific areas of education. These areas are considered in four sections of the document, each of which provides a checklist of attitudes and activities relating to the area. The sections are: (1) The Learning Environment, containing statements on program philosophy and organization, learning tools, and scheduling; (2) Developmentally Appropriate Curriculum, including statements on philosophy, integrated curriculum, varied instructional strategies, and multi-age groupings; (3) Educational Partnerships, including partnerships between teachers and other teachers, assistants, specialists, principals, parents, and the community; and (4) Assessment, containing statements on student assessment and recording methods, assessment of teachers, and program assessment. A score sheet and school practices profile are included for measuring the results of the checklists. Appendixes include worksheets for teachers to use to document practices and curriculum approaches, a list of materials and supplies, descriptions of learning centers, and a delineation of the theory of multiple intelligences. (BC) ED341463

Development, N. C. f. E. S. R. a. (1991). Authentic Writing & Literature Instruction. Reflecting some of the emerging issues sustaining debate in secondary school literature instruction and writing instruction, this newsletter presents articles that discuss the impact of E. D. Hirsch's book "Cultural Literacy," "authentic discourse," and collaborative classroom research. Articles in the newsletter are: "Rethinking Literature" (Anne Turnbaugh Lockwood); "Beyond Filling in the Blanks" (Martin Nystrand); and "Two Teachers Talk" (Anne Trunbaugh Lockwood). A one-page commentary called "Reconsidering the Classroom's Role," by Kent D. Peterson, institutional director, is also included. A list of current literature titles that may be used as supplementary texts in classes comprised of youth from diverse backgrounds and achievement patterns, and a selected bibliography for educators interested in writing instruction and literature instruction are attached. (RS) ED366976

DeVillar, R. A. (1991). Computers and cultural diversity : restructuring for school success. At.risk.essential Book NORLIN STATUS: Not checked out -- CALL #: LB1028.5 .D47 1991 --13 of 16

Dillon, R. F., & Pellegrino, J. W. (Eds.). (1991). Instruction : theoretical and applied perspectives. Book

Doran, R. L. A. O. (1992). Successful Laboratory Assessment. Science Teacher v59 n4 p22-27 Apr 1992. Describes the selection and implementation of an authentic assessment model for evaluating students' science laboratory knowledge and skills. Provides sample problems and a scoring form for the performance-based science laboratory test. (MDH) UMI Report/ISSN: ISSN-0036-8555 EJ471598

Doye, P. (1991). Authenticity in Foreign Language Testing. In foreign language testing, as in all testing, validity is the primary criterion for test quality. However plausible the concept of validity, in practice it is not always easy to arrive at congruence between the test situation and the real-life situation the learner is expected to master. Some language educators make authenticity a major criterion of test quality. However, complete congruence of test and real-life situation is impossible, and there are other considerations than authenticity in testing. A language test as a social event essentially different from any other social event in which the learner will need to use the language. The solution is to find a reasonable balance between authenticity and abstraction in tests. Pragmatics, with its analyses of speech acts and their characteristics, can be helpful in finding the right degree of abstraction for testing. Examples of such test items include a series of sentences of which portions are illegible and the learner must supply appropriate words, or a paired or group activity in which students must elicit information from each other to complete a common task such as a survey or map completion. (MSE) ED350819

Duffy, T. M., Lowyck, J., & Jonassen, D. H. (1992). Designing environments for constructivist learning. New York: Springer-Verlag. dissertation.essential LB1028.38 .D48 1993 [recalled auraria; someone also holding] for now

Duning, B. S. (1993). Reaching learners through telecommunications: management and leadership strategies for higher education, by Becky S. Duning,Marvin J. Van Kekerix, and Leon M. Zaborowski. 299p.: Jossey-Bass. A nontechnical guide to telecommunications education. Jargon free and very pragmatic in approach, it succeeds in being both very detailed and highly readable. More than just a general description of the field, this work is a guide through the process of successful program implementation. Chapters help the reader to plan the transition to telecommunications-based education, to make choices of systems and technology, to select staff, to ensure funding and fiscal stability, to market the program, and to integrate telecommunications into the host organization. A successful telecommunications education program requires technical knowledge, the educational knowledge to design relevant offerings, and the political and administrative savvy to forge a program within academic organizations. Together the authors have the experience necessary to deal with these aspects and they share it very effectively. The result is a well-written text that also serves as a very good handbook and a first order sourcebook. Recommended. Advanced undergraduates and up and general readers. Reviewer: G. H. Alexander Reviewer affil: Miami-Dade Community College Includes: bibliography afp Choice review # 31-2226 LC Card Number: 92-30051 CIP Book

E

Egan, K. (1986). Teaching as storytelling. Chicago. Chicago: The University of Chicago Press. story.essential LB 1027 .E414 1989 obtained

Egan, K. (1992). Imagination in teaching and learning. Chicago: The University of Chicago Press. dissertation.essential LB 1027 .E413 1992 obtained

Enoki, D. Y. (1992). Student Portfolio and Profiles: A Holistic Approach to Multiple Assessment in Whole Language Classrooms. The assessment process in whole language classrooms in the Honolulu (Hawaii) School District is described. The development of alternative measures based on actual student performances was a natural outcome of the teachers' training and implementation of a holistic education/whole language program. Multiple and multidimensional assessment emerged from the holistic perspective, resulting in performance-based measures that included authentic samples of students' work. The systematic gathering of selected works led to the development of student portfolios and the student summary profile. Assessment is treated as an integral part of the instructional and learning processes rather than as pre/post measures on test items. Formal and informal measures and process and product measures are being tested in Chapter 1 programs and in Students of Limited English Proficiency programs. Three years of development have led to some significant results in sustained growth in student achievement. Classroom teachers are recognizing the worth of assessment and evaluation as an integral part of instruction. Performance-based measures developed through portfolios can serve as a significant way to measure student growth and development more accurately. Thirteen figures and one table are included. (SLD) ED350343

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Farnham-Diggory, S. (1990). Schooling. Book

Farr, R. T., Bruce. (1994). Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers. Responding to the increasing demand for the assessment of authentic language use, this book emphasizes that portfolios must first be useful and successful as part of instruction before they can be used effectively for assessment. Portfolios are presented in the book as working (not "show" portfolios) to promote the student's involvement in analyzing portfolio contents. The book aids in developing and training students as self-assessors so that they can monitor for themselves the effectiveness of their use of language. Chapters in the book are: (1) Thinking about It? Why Portfolios?; (2) Getting Started: Decisions, Decisions; (3) Building the Portfolio: What Goes in It?; (4) Using the Portfolio: Student and Teacher Assessment; (5) Portfolio Conferences: The Key to Success]; (6) Pulling It All Together: How to Solve the Assessment Puzzle; (7) Constructing Performance Assessments: Integrating Reading and Writing; and (8) Evaluating Performance Assessment Results: Developing Rubrics and Anchor Papers. Answers to 37 often asked questions about portfolio and performance assessment; an annotated sampling of 107 sources available on language arts portfolio assessment and performance assessment; and blackline masters/models of records, forms, note sheets, letters to parents, and announcements for use by students and teachers assessing with portfolios are attached. (RS) ED363864

Farr, R. T., Bruce. (1994). Theory Meets Practice in Language Arts Assessment. ERIC Digest. Pressed by the vise created by the "era of accountability" and evolving theory which emphasizes constructing meaning and problem solving, educators have become more articulate about defending the classroom impact of new theory. Assessment in the classroom is following contemporary descriptions of learning, thinking, and language use as "processes"--or even one inseparable process. At the same time, the public's concern with academic achievement may have slowed real improvement in education. The result of the use of short-answer or selected-answer assessments has been a narrowing of the curriculum, exacerbated by textbook authors and publishers pressured to structure materials to reflect the content of achievement tests. In the language arts, there is a spreading emphasis on using portfolios as an alternative assessment. In this approach, assessment becomes instruction because students are learning to assess themselves. Many state and local school districts across the country are also experimenting with "performance" or "authentic" tests. Authors and publishers of assessment materials have begun to produce textbooks and instructional materials which cut across content areas. Educators now have a wider, richer selection of materials and ideas to match to the theories to which they subscribe. (RS) ED369075

Finch, F. F., Mary. (1993). Varieties of Performance Assessments. Performance assessment is reviewed as an emerging form of alternative assessment, focusing on how it has been defined in the research literature, the criteria for evaluating its authenticity, the measurement of process and product, and the link between assessment and instruction. Three important dimensions that must be considered in describing performance tests are the extent to which test is authentic (simulating real life), what is actually being evaluated, and the basic response format of the task. In evaluating authenticity, it is necessary to consider structure and design, grading and scoring, and fairness and equity. Performance tests can focus primarily on the product or on the process, and it is important to recognize where the focus lies. The basic types of response situations include oral, written, and graphic representation tasks. Good instructional activities may inform the design of good assessment tasks, but it cannot be assumed that authentic assessment will automatically result in classroom activities that are more conducive to learning. In practice, a compromise between multiple-choice tests and full-blown simulations of actual situations can be found, even though this may not be the highest form of performance assessment. (SLD) ED357032

Forman, G., & Pufall, P. B. (1988). Constructivism in the computer age. Hillsdale, NJ: L. Erlbaum. dissertation.essential BF721 .C617 1988 [recalled auraria]

Fosnot, C. T. (1984). Media and technology in education: A constructivist view. Educational Communication and Technology Journal, 32(4), 195-205. dissertation.keeper

Freeland, K. (1992). Social Studies Curriculum and Assessment in England. International Journal of Social Education v7 n2 p17-24 Fall 1992. Compares recent educational assessment policies of the United States and England. Asserts that the two nations are moving closer in their approach to educational assessment and student evaluation. Contends that U.S. social studies educators should follow closely the ramifications of national assessment in England. (CFR) UMI Report/ISSN: ISSN-0889-0293 EJ467861

Freund, J. L., Richard. (1990). The Phi Delta Kappa At-risk Scale: Its Composition, Meaning and Educational Implications. As part of a larger study by Phi Delta Kappa International (PDK), the PDK chapter in southeastern Kansas examined at-risk factors and "school effort" to address such factors in its geographical area. Data were obtained from the files of 270 "typical" students in Grades 4, 7, and 10 of three rural schools and from interviews with teachers, counselors, and administrators. The 45-item PDK scale developed in 1989 and two modified scales were used to analyze the data. School effort score was based on the availability of 13 instructional strategies and services. Compared to the original PDK scale, the two modified scales placed more students in the upper 25th and upper 10th percentiles; most of this difference was in the fourth grade. Many frequently occurring at-risk factors can not be altered by the school, the most frequent being mother's and father's occupation, family structure, and change of residence in the past year. The most frequently occurring alterable factors were participation in extracurricular activities and self-esteem (estimated by teacher). At-risk items related to the traditional school varied across grade levels; four that placed the student in the extremely high-risk category were number of classes failed, average grade in previous semester, parental attitudes toward education, and change of schools in the past year. The strongest correlations between "at-riskness" and school effort were found in the seventh grade for all students and in the tenth grade for the upper decile. (SV) at.risk.keeperED337331

Freund, J. L., Richard. (1990). The Phi Delta Kappa At-Risk Scale: Its Composition, Meaning and Educational Implications. As part of a larger study by Phi Delta Kappa International (PDK), the PDK chapter in southeastern Kansas examined at-risk factors and "school effort" to address such factors in its geographical area. Data were obtained from the files of 270 "typical" students in Grades 4, 7, and 10 of three rural schools and from interviews with teachers, counselors, and administrators. The 45-item PDK scale developed in 1989 and two modified scales were used to analyze the data. School effort score was based on the availability of 13 instructional strategies and services. Compared to the original PDK scale, the two modified scales placed more students in the upper 25th and upper 10th percentiles; most of this difference was in the fourth grade. Many frequently occurring at-risk factors can not be altered by the school, the most frequent being mother's and father's occupation, family structure, and change of residence in the past year. The most frequently occurring alterable factors were participation in extracurricular activities and self-esteem (estimated by teacher). At-risk items related to the traditional school varied across grade levels; four that placed the student in the extremely high-risk category were number of classes failed, average grade in previous semester, parental attitudes toward education, and change of schools in the past year. The strongest correlations between "at-riskness" and school effort were found in the seventh grade for all students and in the tenth grade for the upper decile. (SV) ED337331

Freund, J., & Lipka, R. (1990). The Phi Delta Kappa At-Risk Scale: Its Composition, Meaning and Educational Implications. As part of a larger study by Phi Delta Kappa International (PDK), the PDK chapter in southeastern Kansas examined at-risk factors and "school effort" to address such factors in its geographical area. Data were obtained from the files of 270 "typical" students in Grades 4, 7, and 10 of three rural schools and from interviews with teachers, counselors, and administrators. The 45-item PDK scale developed in 1989 and two modified scales were used to analyze the data. School effort score was based on the availability of 13 instructional strategies and services. Compared to the original PDK scale, the two modified scales placed more students in the upper 25th and upper 10th percentiles; most of this difference was in the fourth grade. Many frequently occurring at-risk factors can not be altered by the school, the most frequent being mother's and father's occupation, family structure, and change of residence in the past year. The most frequently occurring alterable factors were participation in extracurricular activities and self-esteem (estimated by teacher). At-risk items related to the traditional school varied across grade levels; four that placed the student in the extremely high-risk category were number of classes failed, average grade in previous semester, parental attitudes toward education, and change of schools in the past year. The strongest correlations between "at-riskness" and school effort were found in the seventh grade for all students and in the tenth grade for the upper decile. (SV) ED337331

Frymier, J. (1993). Replication: A New Look at an Old Idea. An approach to research that was conceptualized with the idea of replicating one study in dozens of locations simultaneously is described, focusing on two research projects with simultaneous replication. In 1988 researchers in 85 locations collected data in 276 schools as part of the Phi Delta Kappa Study of Schools At Risk. In 1982, data were collected in 106 schools in 41 communities as part of the Kappa Delta Pi Good Schools Project. In both studies, data were collected with identical instruments and identical procedures, and analyzed site by site in identical ways. The work of the Students At Risk project is summarized to provide an understanding of the methodology. To assure commonality, the project began with preparation of a manual of instructions. Participants met in advance of the study for training and to become familiar with the manual. Data files were analyzed in aggregated and disaggregated form, the disaggregated form being the simultaneous replication. Researchers at each site received all of the data from all of the sites. An attachment presents a section of the manual. Appendix A contains the matrix data sheet, and Appendix B contains instructions for recording information. (SLD) ED360338

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Gagne/Merrill? (1991). Robert M. Gagne and M. David Merrill--in conversation. Book

Gardner, H. (1989). To open minds.: Basic Books $21.95. Gardner presents a cross-cultural comparative narrative concerning children, their education, and the child's pathway toward the development of creativity. Gardner (education, Harvard), a cognitive psychologist, delves into the current debate over the future of education, using his research, children's art, and family experiences in both the US and the People's Republic of China. He explores two educational approaches: the "progressive," mirrored by his own research, and the "traditional" as represented by the long practiced Chinese emphasis on structured learning, control, and the full realization that basic skills must precede any efforts to encourage creativity. These traditional practices parallel the educational reform called for in Allan Bloom's The Closing of the American Mind (CH, Sep'87) and E.D. Hirsch's Cultural Literacy (1987). The book is well written and is highly recommended for parents, teachers, and administrators whose hands hold the key to educating Americans. Reviewer: Krotee, March L. Reviewer affil: University of Minnesota Includes: indexes Subjects: Education/United States/1965- Education/China/History/1976- Creative thinking (Education) Comparative education Choice review # 27-4637 LC Card Number: 89-42523 Book

Gardner, H.-. . (1991). The unschooled mind: how children think and how schools should teach. - 303p-. Gardner examines learning and schooling with a perspective emerging from cognitive science and from his own investigations into the nature of creativity, multiple intelligences, and cultural influences. Of the many recently written fine books addressing issues of education and learning, this work stands out for its comprehensiveness, accessibility, and fresh and powerful insights. Reading it provides the teacher, parent, student, or citizen with a new understanding of the process of schooling and its relationship to the human mind. The transformation of the five-year-old's intuitive intellectual constructs into the knowledge of the practitioner of a discipline is complex and is generally not well served by our present system of education. In some sense, Gardner rediscovers John Dewey, but also goes beyond him as a result of new cognitive research. The changes in the structure of schools that the author suggests are based on the nature of the learner and learning. Useful examples of programs that are implementing these principles of education are provided. Highly recommended for all readers; should be required for educators. Reviewer: S. Sugarman, Reviewer affil: Bennington College- Includes: indexes- Choice review # 29-4642- LC Card Number: 91-70058 CIP- Book

Garhart, C. H., Michael. (1986). The Accuracy of Cognitive Monitoring during Computer-Based Instruction. Journal of Computer-Based Instruction v13 n3 p88-93 Sum 1986. This study examined the relationship between self-assessed understanding of lesson content and student performance on factual and inferential test questions among college undergraduate students. Analysis of the results showed little or no correlation between student ratings of their understanding and their subsequent performance on both embedded questions and a posttest. (Author/MBR) UMI EJ341609

Garner, R., Alexander, P. A., Gillingham, M. G., Kulikowich, J. M., & Brown, R. (1991). Interest and learning from text. American Educational Research Journal, 28, 643-659. dissertation.essential

Gleick, J. (1987). Chaos: Making a new science. New York: Penquin Books. dissertation.keeper

Goetzfried, L. H., Michael. (1985). The Effect of Adaptive, Advisement, and Linear CAI Control Strategies on the Learning of Mathematics Rules. This study examined the effects of the locus of three computer assisted instruction (CAI) strategies on the accuracy and efficiency of mathematics rule and application learning of 47 low-achieving seventh grade students in remedial mathematics classes. The instructional task was a mathematics rule lesson concerning divisibility by the numbers two, three, and five. CAI treatments were an externally controlled adaptive strategy, an individually based learner control with advisement strategy, and a no-control linear design strategy. Dependent variables were immediate posttest and retention test scores for both rule recall and rule application; the time spent on the instructional task was also recorded. Teachers rated students on mathematics ability in relation to other seventh-grade students. Effects were examined for CAI strategy, prior achievement, and sex of student. Significant differences were found for achievement and the achievement by scale interaction, with the below average (above the 20th percentile) group yielding better rule recall and proportionately greater application scores than low (below the 20th percentile) students. The no-control linear strategy, however, required less time to complete and resulted in the most efficient treatment. Seventeen references are listed. (Author/LMM) ED256315

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Hambleton, R. K. M., Edward. (1991). A Psychometric Perspective on Authentic Measurement. Authentic measurement has become an important topic recently in educational testing. Advocates of authentic measurement feel that objective tests, multiple-choice tests in particular, cannot meet the demands required of today's tests and should be replaced by tests that can be closely matched to instruction and can assess higher-order cognitive skills. This paper addresses the validity of several criticisms of objective tests and, where appropriate, considers the viability of some alternatives. The four criticisms of objective tests that are considered contain arguments that such tests foster a one-right answer mentality, narrow the curriculum, focus on discrete skills, and under-represent the performance of students from low socioeconomic backgrounds. It is contended that the evidence against multiple-choice tests is not nearly as strong as has been claimed. It is not clear whether authentic measurements are always better. Substantially more research into the strengths and weaknesses of various item formats for meeting particular measurement needs should be conducted. A 49-item list of references is included. (Author/TJH) ED334265

Handbook of human performance technology : a co. Book

Hannafin, M. A. O. (1986). The Effects of Presentation Latency and Embedded Orienting Strategies on Learning from Computer-Based Instruction. The purpose of this study was to examine the effects of behavioral and cognitive organizing strategies and varied processing intervals on factual and inferential learning. A total of 49 upper-division undergraduate and graduate students, who were randomly assigned to either a cognitive, behavioral, or individual orienting strategy group, received computer-assisted instruction (CAI) with either 10 or 30 seconds of access time to branch to lesson segments. Presented at identical locations throughout the lesson, orienting strategies addressed criterion information either explicitly or in more general abstract terms. Upon completion of the lesson, students were administered a posttest measuring both factual and inferential learning. Results indicate that the explicitness of the orienting strategy did not affect the learning of either facts or inferences differentially; however, a marginal effect was found for access time, with students performing better with 30 seconds. The results suggest that differences in orienting strategies may not be as important as sufficient time for strategy utilization. A list of references, two data tables, and two figures are included. (Author/JB) ED267773

Hanson, F. A. (1993). Testing testing: social consequences of the examined life. 378p. In a sociological descriptive style, Hanson proposes two themes: first, tests produce or fabricate in test consumers the traits and capacities that the tests supposedly measure; second, tests act as techniques for surveillance and control of the individual in a disciplinary technology of power. At great length Hanson defends his position that drug testing does not fight the drug war, but is a source of power over people. He criticizes how "qualifying" educational and vocational tests transform people with traits that evolve from the testing procedures. To eliminate or reduce these unwanted social consequences of "examining" our lives, Hanson suggests that we abolish intelligence testing, so that ideas about the concepts of and attitudes toward intelligence might change. To heal the violations against human autonomy and dignity caused by "authenticity" testing (truth, drug, integrity testing) Hanson proposes that use of such tests be limited to circumstances of individualized suspicion. A clear, direct style of writing, easily understood. Chapter endnotes. Of interest to practitioners and members of the public who are concerned about the public and private good. General; advanced undergraduate through professional. Reviewer: E. Pearson Reviewer affil: Marywood College Includes: bibliography afp Choice review # 31-0604 LC Card Number: 92-32639 CIP Book throwback

Harasim, L. M. (1990 ). Online education ed. by Linda M. Harasim 279 pages : Praeger $41.95 . One of the few volumes representing an organized and unbiased effort to pool the information relating to various developments in the area of educational applications of electronic mail and computer-conferencing networks, referred to as computer-mediated communication (CMC). Written by authors (editor included) who have researched and published extensively in this area, the book provides a detailed discussion of the perspectives relating to theory, design, and methodology of CMC in three parts. The focus is on providing a collaborative/interactive learning setting on a regional/global level, and on overcoming the barriers of distance, time, and culture. Excellent updated bibliography. The quality of the book could be improved by eliminating printing errors and by adding a glossary. Very useful for researchers, graduate students, faculty, and administrators interested in understanding and/or implementing CMC to deliver instruction. Upper-division undergraduates may benefit from this volume as well. Highly recommended for libraries supporting the use of innovative and state-of-the-art technology in education. Reviewer: Anand, Padma Reviewer affil: Slippery Rock University of Pennsylvania Includes: index afp Subjects: Computer-assisted instruction Education/Data processing Computer networks Educational technology Choice review # 28-0430 LC Card Number: 89-38987 Book

Hewitt, C. B. A. O. (1993). Assessment of Student Learning in Foreign Language. As part of a series of documents on assessment of student learning in various school curriculum areas, this report describes assessment of student learning in the foreign language classroom in South Carolina. The report begins with an overview of current curriculum goals in foreign language education and the status of assessment practices in this area. Subsequent sections describe methods of assessing foreign language learning in the following five areas: (1) listening; (2) speaking; (3) reading; (4) writing; and (5) culture. The manner in which curriculum, instruction, and assessment are combined and the relative interest in each differ by grade level. In elementary school foreign language programs, class time is devoted to the development of listening, speaking, and culture skills, with few tests being given. Many current developments in foreign language assessment are taking place at the secondary school level or higher. Performance assessment approaches have already been established in foreign language education, while they are only beginning to have an impact in other fields. Educators with an interest in performance-based authentic assessment have much to gain from a careful study of foreign language assessment. Contains 48 references. (SLD) ED358162

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571. dissertation.keeper

Hill, C. L., Eric. (1992). Testing and Assessment in Secondary Education: A Critical Review of Emerging Practices. A study of assessment practices focused on vocational schools, especially those concerned with developing generic workplace skills, as well as comprehensive secondary schools that are developing closer relations with the workplace. The major reasons for educational testing in secondary schools are managing student learning, monitoring educational systems, and evaluating students for institutional purposes. Principles that are frequently used in discussions of testing and assessment policy are excellence, equity, and efficiency. These three qualities are better accomplished with authentic assessment, which does the following: (1) requires students to construct responses rather than select among preexisting options; (2) elicits higher order thinking in addition to basic skills; (3) uses direct assessment of holistic projects; (4) is integrated with classroom instruction; (5) uses samples of student work collected over an extended period of time; (6) is based on clear criteria of which students are made aware; (7) allows for the possibility of multiple human judgments; and (8) is more closely related to classroom learning. Three fundamental goals of education that authentic assessment can help to achieve are reforming curriculum and instruction, improving teacher morale and performance, and strengthening student commitment and capacity for self-monitoring. Compared to conventional testing, authentic assessment that teaches students how to monitor their own work makes far greater demands on both students and teachers. However, given the demands of the future workplace, internal evaluation and self-monitoring are increasingly critical skills. (Contains 126 references.) (CML) ED353445

Hlynka, D., & Belland, J. C. (Eds.). (1991). Paradigms regained : the uses of illuminative, semiotic, and post-modern criticism as modes of inquiry in educational technology : a book of readings. Englewood Cliffs, N.J.: Educational Technology Publications. Book

Hlynka, D., & Belland, J. C. (Eds.). (199_). Paradigms regained. Englewood Cliffs, NJ: Educational Technology Publications. dissertation.essential

Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. Hillsdale, NJ: Lawrence Erlbaum. dissertation.essential LB 1028 .38 .D48 1993 not at auraria

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Johnson, N. J. (1993). Celebrating Growth over Time: Classroom-Based Assessment in Language Arts. Literacy Improvement Series for Elementary Educators. Predicated on a belief that assessment and evaluation should be vital, planned aspects of the curriculum, this booklet describes classroom-based assessment that serves to inform teachers, students, and parents of the learner's growth as well as to suggest next-step instructional goals. Procedures developed by classroom teachers which integrate assessment within the instructional process include a photo album project, writing journals/folders, reading logs, and anecdotal records. The approach in the booklet was developed around beliefs that assessment and evaluation are most valuable when they are: (1) reflective of what is known about language and learning; (2) centered in the classroom; (3) compatible with curricular and instructional goals; (4) qualitative as well as quantitative; (5) multidimensional and leading to a profile of growth and progress over time; (6) focused on and developed alongside the child, parent, and teacher; and (7) informative in guiding decisions for next-step instruction. The booklet presents assessment checklists as a means of demonstrating the growth of the readers and writers in their classrooms. Fifteen references, six additional resources, and five resources for checklists are attached. (RS) ED358436

Johnson-Laird, P. N. P. N., 1936-. (1988). The computer and the mind : an introduction to cognitive science. Book keeper

Johnson-Laird, P. N.-. . (1991). Deduction, by P.N. Johnson-Laird and Ruth M.J. Byrne. - 243p-. This challenging volume reports an application of noted cognitive scientist Philip Johnson-Laird's theory of mental models (P.N. Johnson-Laird, Mental Models: Towards a Cognitive Science of Language, Inference and Consciousness, 1983) to the process of deductive reasoning. The authors reject the orthodox view of deduction based on formal rules of inference and the construction and application of truth tables, asserting that they may exist only "in the heads of logicians. " Rather, they suggest a three-stage process based on comprehending premises perceptually and semantically, formulating a mental model that supports a conclusion, and searching for alternative models that might refute it. Errors occur when not all counterexamples are considered. Direct comparisons of the formal logic and mental model approaches, dealing with conditionals ( "if p, then q "), three-term series problems (A greater than B, B greater than C), and single and multiple quantifier syllogisms (all X are Y), support the latter. Although the writing is generally clear and supported by many examples, the formal derivations, notation system, and full impact of the arguments will be completely appreciated only by those advanced undergraduate and graduate students of cognitive science or logic already well schooled in the orthodox view. Catherine- Reviewer: T. J. Thieman, Reviewer affil: College of St. Includes: bibliographys- Choice review # 29-2046- LC Card Number: Brit. CIP- Book

Jonassen, D. H. (1988 ). Instructional designs for microcomputer courseware ed. by David H. Jonassen 446 pages : L. Erlbaum $59.95 price n/a . Computer-assisted instruction, or CAI, (computer software designed to create an instructional environment) is known as courseware and is an instructional delivery system in an interactive mode. This volume presents a variety of instructional designs based on the process and discipline of instructional design. It represents what the current instructional designers have to say about designing courseware, but it is by no means an exhaustive guide to courseware design. There are no chapters on screen design, graphics, user interfacing, or human factors. The book is intended for the practicing courseware developer. There are excellent chapter references. Some of the diagrams are hard to read, having been drastically reduced from the originals. An excellent collection of current happenings in the field that may be outdated within a few years because of the rapid technological changes that are taking place. Reviewer: Biddle, John C. Reviewer affil: University of Louisville Includes: indexes Subjects: Computer-assisted instruction Interactive computer systems Intelligent tutoring systems Choice review # 26-0441 LC Card Number: 87-33200 Book

Jonassen, D. H. W., Sherwood. (93). Acquiring Structural Knowledge from Semantically Structured Hypertext. Journal of Computer-Based Instruction v20 n1 p1-8 Win 1993. Discussion of hypertext structures focuses on three studies of preservice teachers that assessed the effects of different methods of explicitly mapping expert knowledge structures onto hypertext on the acquisition of structural knowledge. Topics addressed include time on task, semantic networking, cognitive limitations of browsing behavior, and hypertext literacy. (23 references) (LRW) UMI Report/ISSN: ISSN-0098-597X EJ462890

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Karweit, N. (1993). Driving School Improvement with Assessments: Some Implications from Chapter 1. NASSP Bulletin v77 n555 p1-11 Oct 1993. Accountability systems are designed to heighten probability of student exposure to good instructional practice, reduce the likelihood of harmful practices, and provide internal self-correctives. The Chapter 1 accountability system fails to meet these objectives, as it lacks timely self-correction information, credible tests, and linkages among staff development, classroom practices, and assessment. (Contains 10 references.) (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ470529

Kaufman, R. A. (1991). Strategic planning in education : rethinking, restructuring, revitalizing

Kearsley, G., Kearsley, G., 1951-, Keller, F., Knowles, M., & Lopez, C. L. S., H. J. 1992. (1985). Training for tomorrow : distributed learning through computer and communications technology. personalization.essential Book BUS STATUS: Not checked out -- CALL #: LC33 .K43 1985 \

Keller, J. M. (1983). Motivational design of instruction: A theoretical perspective. In C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 383-433). New York: Lawrence Erlbaum. dissertation.keeper obtained

Keller, J. M., & Kopp, T. W. (1987). An application of the ARCS model of motivational design. In C. Reigeluth (Ed.), Instructional Theories in Action. Hillsdale NJ: Lawrence Erlbaum Associates. dissertation.essential obtained

Keller, J. M., & Sherman, J. G. (1974). The Keller Plan Handbook. Menlo Park, CA: W. A. Benjamin Co.

Kember, D. (1991). Instructional design for meaningful learning. Instructional Science, 20(4), 289-310. dissertation.essential

Kember, D. Open learning courses for adults : a model of student progress. Book

Kember, D., & Murphy, D. (1990). Alternative new directions for instructional design. Educational Technology, 8, 42-47. dissertation.essential

Kennedy, M. M. (Ed.). (1991). Teaching academic subjects to diverse learners. At.risk.essential Book NORLIN STATUS: Checked out -- CALL #: LB1025.3 .T43 1991 --11 of 16

Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: learner control, self-regulation, and continuing motivation. Educational Technology Research and Development, 38(1), 1-21. keeper P 90 .A85 and dissertation.essential

Kinzie, M. B. D., Marcia A. B. (1991). Computer Technologies in Teacher Education: The Measurement of Attitudes and Self-Efficacy. The development and validation of two instruments which measure attitudes and self-efficacy of teacher education students and practicing teachers toward computer use are described. One instrument--Attitudes toward Computer Technologies (ACT)--assesses perceived usefulness of and comfort/anxiety with computer technologies. The second instrument--Self-Efficacy for Computer Technologies (SCT)--assesses perceived self-efficacy for computer technologies (word processing, electronic mail, and CD-ROM databases). These measures were administered to 328 university students in education courses. Principal components analysis of the 19-item ACT found evidence for retaining the concept of the two factors of comfort/anxiety and usefulness. For the 25-item SCT, three empirically identified factors mirrored the concepts of word processing, electronic mail, and CD-ROM data bases. Subscales for both instruments were found to be reliable. Results of regression analyses suggest that actual experience with computer technologies is a strong predictor of attitudes and self-efficacy. These instruments were designed for use with teachers and teacher education students, but could be adapted for other populations. Seven tables present study data. (SLD) ED331891

Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1988). Learner control and achievement in science computer-based instruction. Journal of Educational Psychology, 80, 299-303. dissertation.essential L 11 J8 due to authors link

Kozma, R. B. (1991). Learning with Media. Review of Educational Research, 61(2), 179-211. This article describes learning with media as a complimentary process within which representations are constructed and procedures are performed, sometimes by the learner and sometimes by the medium. Media are distinguished by cognitvely relevant characteristics of their technologies, symbol systems, and processing capabilities. Studies are examined that illustrate how these characteristics, and the instructional designs that employ them, interact with learner and task characteristics to influence the structure of mental representations and cognitive processes. Of specific interest is the effect of media characteristics on the structure, formation, and modification of mental models.

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Lakoff, G. (1987). Women, fire, and dangerous things : what categories reveal about the mind. Book

Lanham, R. A. (1993). The Electronic Word: democracy, technology, and the arts. Chicago: The University of Chicago Press. dissertation.essential MA-PHY QA76.9 .C66 L363 1993 [obtained auraria]

Laurel, B. (1990). The art of human-computer interface design. dissertation.essential Book LIBR 2nd FL STATUS: Checked out -- CALL #: QA76.9.H85 L38, recalled at Norlin 11.30.94

Laurel, B. (1991). Computers as theatre ( Vol. w). Book

Laurel, B. (1991). Computers as theatre. dissertation.essential Book LIBR 2nd FL STATUS: Checked out -- CALL #: QA76.9.H85 L38

Laurel, B., & Mountford, S. J. (Eds.). (1990). The Art of human-computer interface design. Book

Laurillard, D. (1993). Rethinking university teaching: a framework for the effective use of educational technology. New York: Routledge. dissertation.essential LB 2331 .L27 ...ˆ-out, double-check HOLD

Leali, S. A. (1992/1993). Cooperative and individualized learning with computer-assisted instruction in mathematics for at-risk high school student. Unpublished Doctoral dissertation, University of Denver. dissertation maybe

Lebow, D. (YEAR). Constructivist values for instructional systems design: Five principles toward a new mindset. ETR & D, 41(3), 4-16. dissertation.essential obtained

Leder, G. C., Ed. (1992). Assessment and Learning of Mathematics. This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting views of learning, the effects of teachers' perceptions of their roles on teaching, concerns with the social context in mathematics classrooms, the national curriculum in the United Kingdom, developments in mathematics education in the Netherlands, and a comparison of major curriculum initiatives in United States, England, and Australia. Chapters are as follows: (1) "Perspectives on learning, teaching and assessment" (G. C. Leder and H. J. Forgasz); (2) "Curriculum and assessment: A basic cognitive model" (K. F. Collis); (3) "Cognitive theories and their implications for mathematics education" (J. Sweller); (4) "Instructional development and assessment from a socioconstructivist perspective" (E. Yackel, P. Cobb, and T. Wood); (5) "Teaching and assessment relationships in mathematics instruction" (D. A. Grouws and S. L. Meier); (6) "Teachers' interpretations of their roles in mathematics classrooms" (J. A. Mousley, M. A. Clements, and N. F. Ellerton); (7) "The role of assessment in determining mathematics performance" (D. Clarke); (8) "Cultural issues in the intended, implemented and attained mathematics curriculum" (A. J. Bishop); (9) "The English experience of a national curriculum and assessments" (L. S. Joffe); (10) "Early years mathematics: Children, teachers and assessment" (L. Rogers); (11) "Understanding children's mathematics: Some assessment tools" (G. N. Masters and B. A. Doig); (12) "Through children's eyes: A constructivist approach to assessing mathematics learning" (B. A. Doig and G. N. Masters); (13) "Curriculum planning, assessment and student learning in mathematics: A top-down approach" (D. Blane); (14) "Critical factors for real changes in mathematics learning" (J. de Lange); and (15) "Curriculum planning + assessment = learning?" (G. C. Leder). A list of the authors and an index are included. (MDH) ED362413

Lepper, M. R. (1985). Microcomputers in education: Motivational and social issues. American Psychologist, 40, 1-18. dissertation.keeper

Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5(4), 289-309. dissertation.keeper LB 1060 .C6

Lepper, M. R., & Chabay, R. W. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20, 217-230. dissertation.keeper

Lepper, M. R., & Cordova, D. I. (1992). A desire to be taught: Instructional consequences of instrinsic motivation. Motivation and Emotion, 16, 187-208. dissertation.keeper

Lepper, M. R., & Malone, T. W. (19__). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 255-286). Hillsdale, NJ: Erlbaum. dissertation.keeper

Lesgold, A. G., Robert . (1989 ). Foundations for a psychology of education ed. by Alan Lesgold and Robert Glaser 314 pages : L. Erlbaum $36.00 . This collection presents current "theoretical knowledge relevant to education that has accumulated in {the following^ fields: learning theory, cognitive development motivation, intellectual abilities and attitudes, learning skills and the acquisition of knowledge and problem solving." This compilation is one of several publications that have begun to integrate scholarly research on cognition with practical educational questions. Cognitive Classroom Learning: Understanding, Thinking, and Problem Solving, ed. by G.D. Phye and T. Andre (1986), is more limited in scope but has a larger number of essays. The same is true of Metacognition, Motivation, and Understanding, ed. by F.E. Weinert and R.H. Kluwe (1987). The theme of cognitive psychology applied to education is evident throughout and there is no integration by editors or other experts. The chapters on theory and intellectual abilities have less application than those devoted to learning skills and acquisition of knowledge. This collection will interest specialists and graduate students concerned with cognition and education. Reviewer: Pearson, Sister Elizabeth Reviewer affil: Marywood College Includes: indexes Subjects: Educational psychology Choice review # 26-5335 LC Card Number: 88-24300 Book

Lesgold, A. M. (1982). Computer games for the teaching of reading. Behavior Research Methods & Instrumentation, 14, 224-226. dissertation.keeper

Lesh, R., Ed. Lamon, Susan J., Ed. (1992). Assessment of Authentic Performance in School Mathematics. AAAS Press Series on Assessment and Evaluation. This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are divided into five parts. Part I Assessment Objectives, contains the following chapters: (1) Trends, Goals, and Priorities in Mathematics Assessment (Richard Lesh and Susan Lamon); (2) Assessing Authentic Mathematical Performance (Richard Lesh and Susan Lamon); (3) Toward an Assessment Framework for School Mathematics (Gerald Goldin); and (4) Research and Classroom Assessment of Students' Verifying, Conjecturing, and Generalizing in Geometry (Daniel Chazan and Michal Yerushalmy). Chapters in part II, New Items and Assessment Procedures, are: (5) Balanced Assessment of Mathematical Performance (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (6) Assessment of Extended Tasks (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (7) Moving the System: The Contributions of Assessment (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (8) Assessing Mathematical Skills, Understanding, and Thinking (Jan de Lange); and (9) Thinking Strategies in Mathematics Instruction: How Is It Possible? (Leen Streefland). Part III, New Perspectives on Classroom-based Assessment, contains chapters (10), A Teacher's Struggle to Assess Student Cognitive Growth (Carolyn Maher, Robert Davis, and Alice Alston), and (11), Assessing Understanding of Arithmetic (Herbert Ginsburg, Luz Lopez, Swapna Mukhopadhyay, Takashi Yamamoto, Megan Willis, and Mary Kelly). Chapters in part IV, New Types of Scoring and Reporting, are: (12) Toward a Test Theory for Assessing Student Understanding (Robert Mislevy, Kentaro Yamamoto, and Steven Anacker); (13) Interpreting Responses to Problems with Several Levels and Types of Correct Answers (Susan Lamon and Richard Lesh); and (14) Using Learning Progress Maps to Improve Educational Decision Making (Richard Lesh, Susan Lamon, Brian Gong, and Thomas Post). Part V on difficulties, opportunities, and future directions in assessment contains chapters (15), Future Directions for Mathematics Assessment (Richard Lesh, Susan Lamon, Frank Lester, and Merlyn Behr), and (16), The Intellectual Prices of Secrecy in Mathematics Assessment (Judah Schwartz). (MDH) ED352262

LIBR 2nd FL STATUS: Checked out -- CALL #: LB1028.35 .I54 1991

LIBR 2nd FL STATUS: Checked out -- CALL #: QA76.9.H85 A78 1990

LIBR 2nd FL STATUS: Checked out -- CALL #: QA76.9.H85 L38 ESSENTIAL

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LIBR 2nd FL STATUS: Not checked out -- CALL #: LB1060 .F36 1990

LIBR 2nd FL STATUS: Not checked out -- CALL #: P37 .L344 1987

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LIBR 2nd FL STATUS: Not checked out CALL #: LC5800 .K46 1995 1 of 67

Lippitt, L. B., Doreen. (1993). The Hupobi Heritage Project: Multimedia and Authentic Assessment. Writing Notebook: Visions for Learning v10 n4 p28-29,46 Apr-May 1993. Narrates how the Hupobi Heritage Project involved Pueblo Indian youth in the interpretation of their cultural heritage for non-Native Americans. Explains how the information was presented through multimedia. (HB) EJ463680

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall. dissertation.essential

Lockwood, A. T. (1991). Authentic Assessment. Authentic performance assessments--when used simultaneously with matching curricular practices--are a promising development for practitioners and students alike. A major benefit for practitioners appears to be the opportunity to redefine the curriculum and guide instruction. Benefits for students include the opportunity to engage in authentic work and receive feedback that speaks directly to their capabilities. This newsletter presents stories of practitioners at two suburban schools who decided to change their curricular and assessment practices to encompass authentic assessment and authentic instruction. Instruction in both schools had to be shifted from curricular practices that emphasized coverage of large amounts of material within a prescribed time frame, to in-depth situations in which students are encouraged to develop problem-solving and higher-order thinking abilities. An example of revised assessment criteria is included: "Scoring System for Fifth Grade Performance Assessment at Mark Twain Elementary School, Littleton, Colorado." Selected criteria which guide school staff planning of authentic curriculum units at Urbandale High School in Urbandale, Iowa, are also included. (IAH) ED332958

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Modeling, as put forth by Collins et al. (1989) is only different from personalization strategies as they focus on expert modeling. JM

Malone, R. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369. dissertation.keeper

Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Erlbaum. dissertation.keeper

Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253. dissertation.essential

Markus, H. R., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299-337. dissertation.essential

Mazur, F. E. (1992). Writing Motivationally Supportive Text for Hypermedia Programs: Strengthening a Weak Link. Journal of Educational Multimedia and Hypermedia v1 n3 p301-08 1992. Discussion of supportive text in hypermedia programs focuses on the motivational aspects of supportive text for young users. An example using the historical novel "Johnny Tremain," by Esther Forbes, is used to show how motivationally supportive text can encourage associative learning and show cross-disciplinary linkages of ideas and events. (five references) (LRW) Report/ISSN: ISSN-1055-8896 dissertation.essential EJ448905

McCombs, B. L., & Whisler, J. S. (1989). The role of affective variables in autonomous learning. Educational Psychologist, 24(3), 277-306. dissertation.essential

McGinn, C. (1989 ). Mental content 218 pages : B. Blackwell $34.95 . Original and provocative, this comprehensive treatment of mental content will be welcomed and debated by philosophers of mind. McGinn's first aim is to explore the presuppositions, consequences, and limits of the "externalist" thesis that the existence and identity conditions of mental states involve subject-world relations. Second, he examines the role of mental content in psychological explanation, and he then displays the advantages of taking "mental models" over sentential forms as the structural bases of mental representation. McGinn supports externalism within limits. He insightfully traces resistance to externalism to the questionable view that the mind's boundaries are like the boundaries of a substance, but argues forcefully for limits to the thesis that have been exceeded by prominent externalists. McGinn then relates externalism to folk psychology, with the explanatory role of content emerging from a mixture of causal and teleological components. Later, in his arguments for "mental models," McGinn's principal claim is that they are better suited than sentential structures for explaining Intentionality. Primarily for faculty and graduate students; accessible, with instruction, to advanced undergraduates. Reviewer: Quillen, Keith Reviewer affil: Bates College Includes: bibliography Subjects: Consciousness Mind and body Choice review # 27-2061 LC Card Number: 88-23202 Book

McLellan, H. (1993). Hypertextual tales: Story models for hypertext design. Journal of Educational Multimedia and Hypermedia, 2(3), 239-260. taxonomy of 5 story structures; advantages of instructional design are described story.essential

Means, B., Chelemer, C., & Knapp, M. S. (Eds.). (1991). Teaching advanced skills to at-risk students: views from research and practice.: Jossey-Bass. This important book challenges an underlying assumption of today's American school curriculumthat basic skills must be mastered before students can receive advanced skills instruction. Drawing on latest research in cognitive psychology and focusing on teaching the kind of content generally regarded as advanced and higher order, the editors and contributors present six concrete models of instruction that have proven highly successful in teaching advanced skills to educationally disadvantaged children. The contributors, well-regarded researchers and practicing teachers, illustrate models of teaching reading comprehension, composition, and mathematical reasoning. They describe how teachers can embed basic skills instruction in the context of more global, complex tasks, using examples from different academic content and different grade levels. The evidence reinforces the need to design curricula and instructional methods that build on prior learning and complement rather than contradict the child's experiences outside of the school. There is a message here for all educators, policymakers, parents, and those concerned about the education of students at risk. Recommended for upper-division undergraduate and graduate students. Reviewer: J. C. Baxter, Reviewer affil: Northeastern Illinois University- Includes: index afp- Choice review # 29-5245- LC Card Number: 91-21683 CIP- Book

Midkiff, R. B. T., Rebecca Davis. (1993). A Practical Approach to Using Learning Styles in Math Instruction. Instruction based on learning styles has received little attention in the recent reform efforts in mathematics education. The purpose of this book is to address the improvement of mathematics instruction through sensitivity to learning styles. The introduction discusses the scope and rationale of the book. Chapter 2 documents the need for improvement in mathematics education and addresses how both curriculum and instruction must change to prepare students to function in the 21st century. Chapter 3 provides a comprehensive overview of learning styles. Chapter 4 discusses the effective use of manipulatives and provides a sample lesson to serve as a model for future use. Chapter 5 addresses the use of spatial reasoning as a way to reduce gender differences in mathematics achievement. Chapter 6 presents activities that aid retention of mathematical concepts and skills. Chapter 7 introduces the use of portfolios as a method to implement authentic assessment. Chapter 8 summarizes the key ideas presented in the book. (Contains 128 references and an index.) (MDH) ED367542

Moody, D. (1991). Strategies for Statewide Student Assessment. Policy Briefs, Number 17. Traditional standardized tests of basic skills are no longer considered meaningful by many leading authorities in educational measurement. Alternative approaches are not yet fully developed, although many efforts are being made. This paper explores the issues surrounding student assessment in the context of existing and evolving state practices, which frequently combine high-stakes evaluations with traditional multiple-choice norm-referenced examinations and negatively affect instructional quality. A new generation of alternative strategies for student evaluation is being designed to measure student performance in situations that bear an authentic relationship to real-world tasks. Authentic assessment is criterion-referenced and performance-based. It has intrinsic validity and a holistic approach. Because authentic assessments are typically much more difficult to score than traditional tests, they are expensive. The psychometric foundations of authentic assessments are still not fully developed. Vermont, Michigan, and Kentucky are leaders in the effort to use authentic assessment for statewide testing programs. The fact that many problems surround the changing nature of student assessment means that caution must be exercised in using assessment as a tool of educational reform. (SLD) ED342798

Morrison, T. R. (1982). The Soft Underbelly of Personal Construct Theorists: A Critique. Interchange on Educational Policy v13 n4 p76-81 1982. The author asserts that personal construct theory is just one more way of looking at the world, rather than a means of understanding the world as it really exists. Other articles appearing in "Interchange on Educational Policy" (volume 13, number 4, 1982), concerning education and constructivist theory, are critiqued on those grounds. (PP) personalization.essential EJ273595

Moursand, D. (1993a). Problem-solving models for computer literacy: Getting smarter at solving problems (Teacher Lesson Plans). Eugene, OR: International Society for Technology in Education. computer.literacy.essential obtained

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Nolan, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287. dissertation.keeper LB 1060 .C6: obtained

NORLIN STATUS: Not checked out -- CALL #: LC4091 .S737 1992 --3 of 36

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Opuni, K. A. A. O. (1990). Beating the Odds Summer: A Dropout Prevention Program for At-risk Students (1990). The 1990 Beating the Odds (BTO) Summer School was an intensive instructional, counseling, and guidance program sponsored by the Houston (Texas) Independent School District for a group of at-risk students in grades 5-9. The program was designed to provide a supportive and nurturing learning environment in which the academic and sociopsychological deficiencies of program students could be addressed, thereby giving them the competence and determination to stay in school. This report evaluates the effectiveness of the program in improving student self-esteem, appreciation of teachers, confidence to improve grades, and the determination to succeed in school. The report describes implementation activities of the program; assesses its strengths, weaknesses, and effectiveness; and synthesizes recommendations of program staff and students for enhancing program effectiveness. The evaluation answers research questions involving the following areas and issues: (1) curriculum content of the program; (2) staff perception of factors limiting academic performance; (3) staff perception of staff training effectiveness; (4) student attendance rates; (5) perceived strengths among program characteristics; (6) perceived weaknesses among program characteristics; (7) program impact on student self-esteem and attitudes toward school; and (8) staff and student recommendations for program improvement. Statistical data are presented in two figures and one table. A list of seven references is appended. (AF) at.risk.keeperED327628

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Pandey, T. (1990). Authentic Mathematics Assessment. ERIC/TM Digest. This digest discusses how well authentic mathematics assessment tests can be expected to meet the needs of mathematics instruction that focuses on conceptual insights and analytical skills. In the new mathematics curriculum, situational lessons or real-life problems attempt to include dimensions of thinking and reasoning, individual or small-group settings, use of mathematical tools, and student attitudes and dispositions. New assessments require students to formulate problems, devise solutions, and interpret results. Several state assessment programs are engaged in developing new modes of assessment to reflect the emerging consensus on mathematics instruction. In California, for example, educators are developing the following types of assessment items: (1) open-ended questions; (2) short investigations (60- to 90-minute tasks); (3) multiple-choice questions emphasizing understanding of important mathematical ideas and generally involving integrating more than one mathematical concept; and (4) portfolios. The California Mathematics Program has been using open-ended questions for the last 3 years at the 12th-grade level. Currently, only a small sample of student responses are scored, but these exercises provide opportunities for districts to become involved in the state assessment, to administer the essays, and to train teachers to score them. (SLD) ED354245

Pandey, T. S., Theodore R., Ed. (1991). A Sampler of Mathematics Assessment. The California Assessment Program (CAP) administers tests to all public school students at certain grade levels, compiles the results, and provides information that allows educators to judge the effectiveness of their programs and make improvements. This sampler describes the types of assessment that CAP proposes to respond to the needed changes that reflect the recent curricular reforms in schools throughout California. The four types of assessment planned for CAP are: (1) open-ended problems; (2) enhanced multiple-choice questions; (3) investigations; and (4) portfolios. These modes of assessment are recommended for adaption for teachers of all grade levels and teachers are encouraged to use the examples in the booklet to enhance classroom instruction and to develop tasks for student assessment. After chapter 1 that describes the changes in assessment, the sampler is divided into six major parts: chapter 2, "Assessment of Mathematical Power"; chapter 3, "Types of Assessment"; chapter 4, "Performance Standards and Judging a Student's Work", chapter 5, "Implementation of Authentic Assessment in Your School," chapter 6, "Sample Problems." A "Participation and Feedback" page is given to ask participants' comments and suggestions about the sampler. (11 selected references) (MDH) ED341553

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. dissertation.essential

Papert, S. (1993). The children's machine: rethinking school in the age of the computer. 241p. Technology, despite its tremendous potentials to empower one to meaningfully learn more in a confined space and limited time has revolutionized medicine and other areas, but not changed the way children are being taught. New ways of learning and thinking are imperative if we are to keep up with education and development on a global level. Also, for learning to occur successfully, learners must take charge of their own learning. The first three chapters discuss these aspects. By coining a new term, MATHETICS, which deals with the methods of learning (Chapter 5), and by focusing on meaningful construction rather than the instruction of knowledge (Chapter 7), and through several examples of successful learning experiences (Chapter 6), the author suggests useful alternatives to promote effective learning. These include encouraging innovative teachers and involving parents in the change process (Chapters 9,10). This work is as inspiring and educationally relevant as the author's previous book, Mindstorms: Children, Computers, and Powerful Ideas (CH, Mar'81). Selective bibliography and resource list. Recommended for schools, universities, and libraries interested in the innovative application of technology to educators. Undergraduates, graduate students, faculty, general readers. Reviewer: P. Anand Reviewer affil: Slippery Rock University of Pennsylvania Includes: bibliography Choice review # 31-1648 LC Card Number: 91-59012 CIP Book

Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: theory, research, and practice (pp. 169-199). New York: Springer-Verlag. dissertation.essential

Peixotto, K. M. (1993). A Vision of Science and Mathematics for All. Many of those working to improve science and mathematics education have a vision where all students are successful and the celebration of success constantly presents the challenge to push the edge of the vision outward. The National Council of the Teachers of Mathematics established standards that some science educators are attempting to emulate. The vision of science and mathematics education represented in the standards is built on the themes of: (1) scientific and mathematical "habits of mind", (2) a constructivist approach to teaching and learning, (3) instructionally embedded assessments, and (4) science and mathematics for all. This paper discusses these themes and their implications for classrooms. (PR) ED366504

Perrone, V. (1989). Working papers.: Teachers College $34.95 $16.95. A collection of selected papers written as speeches, sets of ideas, expressions of thought about various aspects of education by Perrone, a noted authority in teacher education. The "papers" were initially conceived as "working papers" designed to stimulate discussion and responses "among those in and around schools and teacher education institutions." The papers as now published should contribute to the discussion of conceptualizing schools as powerful and sustaining centers for learning. These collections of thoughts provide historical perspectives on school issues of the last 20 years, encompassing the years of experimental, open-ended, curriculum-oriented education (the 1960s and early 1970s) and the years of traditional, regulatory, teacher-information-centered education (the late 1970s and the 1980s). The papers are grouped around the basis themes of equity and pluralism, progressivism in education, teacher education, school testing, curriculum, and education and policy. Exceptional bibliography and index. Highly recommended for upper-division undergraduate and graduate students and faculty in the field of education and teacher training. Reviewer: Adesiyan, Rose Reviewer affil: Purdue University--Calumet Campus Includes: bibliography Subjects: Education/United States Educational equalization/United States Teachers/Training of/United States Education and state/United States Choice review # 27-0435 LC Card Number: 88-33361 Book throwback

Perrone, V. (1991). A letter to teachers.: Jossey-Bass $24.95. Perrone's unusual "letter" format demonstrates how dominant issues in recent teacher education literature are necessarily connected. He shows, for example, that decisions teachers make about their purposes of teaching (Chapter 1) affect what will be taught, how students will be engaged in learning, and how this learning will be evaluated (Chapters 2, 3, and 6). In his reflections on 12 specific issues, Perrone shares personal accounts of his rationale and methodology for interacting with teachers and students alike. However, the volume is written purposely to encourage an ethos of reflection in the readers, a popular theme in recent literature. This purpose is evident through the frequent questions and reflective exercises. The author's professed preference for the progressivist worldview of education is also popular in today's literature. Dewey especially has influenced Perrone's educational platform. This influence is particularly apparent in a later chapter where recent reforms of education are placed into a historical perspective. Perrone's orientation is a "belief in the intelligence of the teacher and the power of children and young people to be consequential learners." Upper-division undergraduates and above. Reviewer: Lemma, Paulette Reviewer affil: Central Connecticut State University Includes: bibliography afp Subjects: Teaching Teachers/United States Education/Philosophy Choice review # 29-1028 LC Card Number: 90-19890 Book

Peters, C. W. (1991). You Can't Have Authentic Assessment without Authentic Content (Assessment). Reading Teacher v44 n8 p590-91 Apr 1991. Discusses the need to pay more attention to the type and nature of the content assessed. Provides five guidelines designed to help teachers select material that will contain important content, the heart of authentic assessment. (MG) UMI Report/ISSN: ISSN-0034-0561 EJ425372

Pintrich, P. R. D. G., Elisabeth V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology v82 n1 p33-40 Mar 1990. Relationships among student motivational orientation, self-regulated learning, and classroom academic performance were examined for 173 seventh graders. Results provide empirical evidence for considering motivational and self-regulated learning components in models of academic performance. Involvement in self-regulated learning is tied closely to student efficacy beliefs. (SLD) UMI Report/ISSN: ISSN-0022-0663 EJ442292

Planning & restructuring. Includes bibliographical references (p. 317-322) and index. Book

Poplin, M. S. (1988). Holistic/constructivistic principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21(7), 401-416. most constructivists are opposed to approaches that break down the content of what is to be learned into its constitutent parts and then attempt to promote learning in a piecemeal fashion dissertation.keeper

Powell, J. C. (1993). What Does It Mean to Have Authentic Assessment? Middle School Journal v25 n2 p36-42 Nov 1993. Using authentic assessment means making assessment practices match instructional practices. Biological Sciences Curriculum Study divides assessment into three categories: informal, formative, and summative. Specific strategies are provided for using each assessment type. Teachers are assessing authentically when evaluation becomes an ongoing classroom process that involves students fully and uses various strategies and tools. (MLH) UMI Report/ISSN: ISSN-0094-0771 EJ474239

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1-55542-279-9 Reviewed

1-55542-327-2 Reviewed

Reed, H. B. (1938). Meaning as a factor in learning. Journal of Educational Psychology, 29, 419-430. dissertation.essential L 11 J8 obtained

Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54(2), 506-515. dissertation.essential

Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16, 13-20. dissertation.essential LB 1028 .E386

Resnick, L. B., Levine, J. M., & Teasley, S. D. (Eds.). (1991). Perspectives on socially shared cognition. Book

Rhodes, L. K. S., Nancy L. (1993). Windows into Literacy: Assessing Learners, K-8. Based on the belief that effective literacy assessment is an integral part of literacy instruction, this book provides information about the aspects of reading and writing that can be assessed and how assessing them can aid in planning instruction. Each chapter of the book includes a "reflection" section intended to encourage readers to consider several views of the information provided. Most chapters have a "teacher reflection" section, written by a teacher, about a single topic in the chapter. Chapters in the book are: (1) Reflecting on Literacy Assessment: (2) Literacy Environments and Instruction; (3) Metacognitive Aspects of Literacy; (4) Assessing Language Systems and Strategies in Reading; (5) Reading Comprehension; (6) Writing Processes and Products; (7) Emergent Reading and Writing; (8) Understanding and Challenging Traditional Forms of Evaluation; (9) Literacy Collections; and (10) Fostering Change in Literacy Assessment and Instruction. (RS) ED358428

Rillero, P. H., David L. (1994). Hands-On Approaches to Science Teaching: Evaluation. Oregon Science Teacher p19-21 Jan 1994. Presents answers from a teacher, a curriculum developer, and the educational literature to the question "How is hands-on learning evaluated?" Describes different approaches to performance-based assessments including performance tasks, observational checklists, and portfolios. (PR) Report/ISSN: ISSN-0030-4794 EJ480235

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Salomon, G. (1979). Interaction of media, cognition, and learning. San Francisco: Jossey-Bass Publishers. Book LIBR 2nd FL STATUS: Not checked out -- CALL #: LB1043 .S215

Salomon, G. (1981). Communication and education : social and psychological interactions. Book

Salomon, G. (1986). Information technologies: What you see is not (always) what you get. Educational Psychologist, 20, 207-216. dissertation.essential LB 1051.E38

Salomon, G., & Perkins, D. (1989). Rocky road to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142. dissertation.essential obtained

Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5(1), 51-68. dissertation.keeper obtained?

Schank, R. C., 1946-. (1990). Tell me a story : a new look at real and artificial memory. Book essential

Schmeck, R. (1988). Strategies and styles of learning: An integration of varied perspectives. In R. Schmeck (Ed.), Learning strategies and learning styles (pp. 317-346). New York: Plenum. dissertation.essential for now

Schmeck, R. R. (Ed.). (1988). Learning strategies and learning styles. New York: Plenum Press. dissertation.essential

Schneider, D. (1994). Social Studies Teaching: Citizenship Education and Authentic Learning. Clearing House v67 n3 p132-33 Jan-Feb 1994. Notes that the curriculum standards under development by the National Council for the Social Studies incorporate authentic learning assessment tasks and suggest ways that civic participation experiences can be included and the subsequent learning assessed. Discusses instruction and assessment opportunities involving citizenship education. (RS) UMI Report/ISSN: ISSN-0009-8655 EJ479193

Schwanenflugel, P. J., & Shoben, E. J. (1983). Differential context effects in the comprehension of abstract and concrete verbal materials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 82-102. dissertation.essential

Seligman, M. E. (1975). Helplessness. San Fransisco: Freeman. dissertation.essential

Sigel, I. E. (1986). Cognition—Affect: A psychological riddle. In D. Bearison & H. Zimiles (Eds.), Thought and emotion: Developmental perspectives. Hillsdale, NJ: Lawrence Erlbaum. dissertation.essential

Singley, M. K. A., John R. . (1989 ). The transfer of cognitive skill by Mark K. Singley and John R. Anderson 300 pages : Harvard $30.00 . Most authorities would concede that the title of this book represents a great unfulfilled promise of experimental psychology. Despite steady evolution of a "science of learning," the applied technologies of education and of transfer among lessons have emerged only fitfully and with baffling impotence. Singley and Anderson propose both to rationalize those notorious failures and to point the way to a better technology by recruiting Anderson's ACT* model of cognition. ACT* distinguishes two fundamental kinds of knowledge, declarative and procedural. Whereas declarative knowledge is conscious and capable of verbalization, procedural knowledge is neither. Therefore, transfer of a cognitive skill must depend both on the existence of a prior skill and on the balance of that skill between the two kinds of knowledge that control it. This distinction leads the authors to reformulate Thorndike's identical-elements theory of transfer. Detailed experimental reports, favorable to this position, are described from areas such as the learning of programming skills, text editing, and calculus problem solving. University collections. Reviewer: Crowder, Robert G. Reviewer affil: Yale University Includes: bibliographys afp Subjects: Transfer of training/Case studies Choice review # 27-2989 LC Card Number: 88-28404 Book

Smith, L. M. A. O. (1993). Assessment of Student Learning in Science. As part of a series of documents describing assessment of student learning in various curriculum areas in South Carolina, this document reviews the assessment of student learning in the science classroom. The report begins with a discussion of effective science learning, and outlines the knowledge, skills, and dispositions that encompass science education. Reform efforts currently underway to transform school science are described. Alternative methods of assessment that support curriculum and instruction and promote exemplary science learning are explored, and a brief summary of activities in science assessment in selected states is provided. Performance assessments that are discussed include: (1) performance tests and tasks; (2) open-ended questions; (3) student journals; and (4) computer simulations. Portfolios and concept maps are other forms of authentic assessment that are discussed. Appendix A presents an example of a hands-on science assessment, and Appendix B presents a problem and a concept map. (SLD) ED358160

Smith, R. M. (1990 ). Learning to learn across the life span by Robert M. Smith and associates 382 pages : Jossey-Bass $32.95 . A collection of well-written ariticles by recognized experts, this book explores key issues and provides diverse examples of the "learning-to-learn" concept. The focus emerged from conferences held in 1986 and 1987 at Northern Illinois University. The authors tie "learning-to-learn" to the current school reform movement advocating the development of critical thinking skills as well as to the literature on meta-learning and self-directed learning. The contributors demonstrate both content-specific and generic aspects of "learning-to-learn." Some believe that content and process are inseparable; others clearly advocate teaching process skills that can be applied in many settings. Examples of specific strategies for helping people learn how to learn are provided for preschool through all formal educational levels, for workplace learning, and for informal settings. The volume has name and subject indexes, and all but one article contain extensive references. Valuable for faculty and graduate students and for advanced undergraduates interested in the process of education. Reviewer: Rohfeld, Rae Wahl Reviewer affil: Syracuse University Includes: indexes Subjects: Learning Learning, Psychology of Cognitive learning Continuing education Choice review # 28-4007 LC Card Number: 90-40145 Book

Speidel, G. E., Ed. (1990). The Kamehameha Journal of Education. 1990-91. This document consists of the three 1990 issues and the two 1991 issues of a journal that publishes articles on the education of Hawaii's children. The journal covers such topics as teaching strategies, instructional settings, and cultural differences. Articles in the January 1990 issue consider: (1) reading and literacy in the Kamehameha Elementary Education Program; (2) phonics and word identification; (3) language development in the classroom; (4) ways to encourage voluntary reading; (5) methods for developing students' reading comprehension; and (6) ways to develop student writing in kindergarten. The May 1990 issue, which is dedicated to the prekindergarten educational program, discusses home visits; a traveling preschool; center-based preschools; children as storytellers; conversations during story reading; reading to younger children by older children; the relationship between home and school; and the child as a member of a culture. The September 1991 issue reports on the Preservice Education for Teachers of Minorities (PETOM) venture, an experimental program for teacher education. Articles examine: (1) PETOM's approach to cultural issues in education; (2) principles of teaching and learning; (3) art in the PETOM curriculum; (4) models for teaching science and mathematics; and (5) the perceptions of PETOM by its graduates. Topics of articles in the March 1991 issue include: (1) a framework for reading instruction; (2) the curriculum framework and classroom application of a whole literacy approach; (3) ways to encourage reading and writing; (4) word reading strategies in a whole literacy classroom; and (5) phonics instruction. The September 1991 issue contains four articles that comprise an overview of issues involved with the authentic assessment of students' learning, three articles on authentic assessment measures used in KEEP (the Kamehameha Elementary Education Program), and seven commentaries on the use of authentic assessment. (BC) ED343723

Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for onnlinear and multidimensional traversal of complex subject matte. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale NJ: Erlbaum. dissertation.keeper LB 1028.5 .C 5258 1990

Stephens, M., Ed. Izard, John, Ed. (1992). Reshaping Assessment Practices: Mathematics Assessment under Challenge. Proceedings from the National Conference on Assessment in the Mathematical Sciences (1st, Geelong, Victoria, Australia November 20-24, 1991). The purpose of the Australian conference on mathematical assessment was to address the challenges to traditional methods of assessment that have resulted as part of the call for reform in the mathematics curriculum. The 28 papers presented were: "Who Assesses Whom and To What Purpose?" (Leone Burton; "Assessment of the Learned Structure in Elementary Mathematics and Science" (Kevin Collis); "Concerning about Mathematics Assessment in the United States" (Thomas Romberg); "Assessment: No Change without Problems" (Jan De Lange); "Measurement Models for New Forms of Assessment in Mathematics Education" (Mark Wilson); "Adult Numeracy in an Industrial Context: An Emerging Research Agenda" (Patrick Griffin); "Assessment: As We Sow We Reap" (Gilah Leder); "Developing Assessment Strategies for Mathematics Projects" (Christopher Haines); "New Procedures for Diagnostic Assessment in Arithmetic" (Joy Cummings & John Elkins); "Assessment of School-Based Work" (Sue Jennings); "The Assessment Implications of Open-Ended Tasks in Mathematics" (David Clarke & Peter Sullivan); "Assessment Post Sixteen" (Nigel Price); "Assessment of Challenging Problems and Project Work in Senior Secondary Mathematics" (Gary Davis & Andrew Waywood); "The Development of a Clinical Tool for Initial Assessment of a Student's Mathematics Learning" (Robert Hunting & Brian Doig); "Affective Considerations in Assessing Mathematics" (Beth Southwell & Mon Khamis); "Classroom Practicalities and Constructive Assessment" (David Clarke & Jenny Reed); "Mathematics Profiles (Sue Ferguson); "Comprehensive Assessment at Senior Secondary Level in Victoria" (Max Stephens); "System-Wide Assessment of Extended Mathematical Tasks" (Robert Money & Sue Proud); "Criteria and Standards Based Assessment in Applied Statistical Mathematics" (Graham Maxwell); "Early Experiences in Measurement - Future Directions in Mathematics Programs in Primary Schools (Annette Willis); "Assessing, Grading, and Reporting on Informal Writing for Learning Mathematics" (Andrew Waywood); "Spatial Mathematics: A Group Test for Primary School Students" (Kay Owens); "Patterns of Development with Probability Concepts: Assessment for Informative Purposes: (John Izard); "Assessing Students' Mode of Understanding at the Upper Primary and Secondary Level in the Mathematical Sciences" (John Pegg); "Computerized Assessment in Pretertiary Mathematics" (Kenneth Mann); "Assessment Using a Computer Assisted Learning and Testing System (CALTS)" (Ernest Yu & Rory McAuliffe); and "International Comparison of Grade 7 Students on a Multiple-Choice Mathematics Test" (Vivekanand Mohan-Ram). (CRW) ED356145

Stolovitch, H. D., & Keeps, E. J. (1992). Handbook of human performance technology : a comprehensive guide for analyzing and solving performance problems in organizations

Stuessy, C. L. (1993). Concept to Application: Development of an Integrated Mathematics/Science Methods Course for Preservice Elementary Teachers. School Science and Mathematics v93 n2 p55-62 Feb 1993. Describes the development of a one-semester integrated mathematics and science methods course to introduce preservice elementary teachers to innovative mathematics and science teaching methods called for in current reform movements. Follows the evolution of the course in the areas of content and pedagogical knowledge; teachers as problem solvers; and authentic assessment methods. (27 references) (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ467673

Sugarman, J. A. O. (1993). How to Make Authentic Assessment Work for You. Instructor v103 n1 p66-70 Jul-Aug 1993. Presents tips to help teachers develop and manage valid, truly authentic assessments that are linked to daily class instruction, discussing how to refine assessments, get parents involved, encourage self-assessment, and make criteria clear. A model developmental reading scale for bringing more uniformity to reading assessment is presented. (SM) UMI Report/ISSN: ISSN-1049-5851 EJ471802

Swadener, M. H., Michael. (1987). Gender Similarities and Differences in Sixth Graders' Attitudes toward Computers: An Exploratory Study. Educational Technology v27 n1 p37-42 Jan 1987. Describes a study that examined the similarities and differences in computer related attitudes between sixth grade boys and girls of different mathematics achievement levels. Students' responses to questions about self-confidence in their computer abilities, the utility of computers, and general attitudes toward computers are reported and discussed. (11 references) (CLB) UMI EJ369275

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1991 ). The Blackwell dictionary of cognitive psychology ed. by Michael W. Eysenck 390 pages : Blackwell Reference $69.95 . Cognitive psychology, a relatively new discipline of psychology, has finally gained the recognition that it deserves with its own dictionary. This new resource is actually encyclopedic in nature: only 140 terms are defined in a rather lengthy manner. With so few terms, there are bound to be gaps. For example, information on psycholinguistics is inadequately scattered about the dictionary, including a cross-reference to the much broader term "linguistics." In another example, "form perception" is the place to find information on "pattern recognition." However, the reader will also find expected information in this dictionary including entries on aphasia, imagery and perception, language comprehension, and memory development. All entries also include bibliographic notes for further reading. Specialists in the field have contributed to this unique volume, and the main editor, Michael Eysenck, is well known for his previous work on anxiety and on cognitive psychology (A Handbook of Cognitive Psychology, 1984). The introduction states that one of the main intentions of this book is to "provide the reader with the scope and diversity of contemporary cognitive psychology." The contributors have succeeded in this mission with their clear and well-written essays. Highly recommended for use by upper-division undergraduate and graduate students of psychology. Reviewer: Condic, Kris Reviewer affil: Oakland University Includes: index Subjects: Cognitive psychology/Dictionaries Choice review # 28-5986 LC Card Number: 90-34225 Book

Tarnas, R. (1991). The passion of the Western mind : understanding the ideas that have shaped our world view. Book

Tessmer, M., & Jonassen, D. (1988). Learning Strategies: A new instructional technology, World Yearbook of Education 1988. London: Kogan Page. dissertation.essential L101.G8 Y4 browse

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Vermunt, D. H. (1989). The interplay between internal and external regulation of learning, and the design of process-oriented instruction. New Orleans, LA: American Educational Research Association. (ERIC Document Reproduction Service No. ED 295 820). dissertation.keeper Eric microfiche

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Waxman, H. C. (Ed.). (1992). Students at risk in at-risk schools : improving environments for learning. Book essential

Weiner, B. (1990). History of motivational research in education. Journal of Education Psychology, 82(4), 616-622. dissertation.essential

Wessells, M. G. (1990). Computer, self, and society. Englewood Cliffs, NJ: Prentice-Hall. dissertation.essential QA76 .W472 1990 [obtained auraria]

Wiggins, G. (1990). The Case for Authentic Assessment. Based on material prepared for the California Assessment Program, an argument in favor of authentic assessment is presented, and authentic assessment is contrasted with traditional standardized tests. An assessment is authentic when student performance on intellectual tasks is directly examined. Comparatively, traditional assessment relies on indirect or proxy items. Issues addressed include cost, effort and time requirements, and public suspicions regarding the objectivity of authentic assessment. It is contended that a move toward more authentic tasks and outcomes improves teaching and learning. In authentic assessments, students have greater clarity about their obligations and are asked to master more engaging tasks, and teachers can see assessment results as meaningful and useful for improving instruction. Conventional testing is probably adequate if the aim is to monitor performance. However, tests must be composed of exemplary tasks, criteria, and standards if the goal is to improve performance across the board. A five-item list of additional reading materials is included. (TJH) ED328611

Wilson, L. D. (1993). What Gets Graded Is What Gets Valued. The experiences of two mathematics teachers at a high school in which assessment reform is being encouraged are described. The school district had decided that the implementation of authentic assessment and assessment reform would be levers to broaden school reforms. Observations in the Algebra 2 class of one teacher and the Algebra 1 class of another teacher show ways in which authentic assessment is put into practice. Through observing, interviewing, and asking her students to write about their own learning, the Algebra 2 teacher used many authentic assessment approaches. Students, however, did not recognize that they were frequently given writing assignments because these self-evaluations were not included in the grading scheme. The components of authentic assessment were not part of the grading system and were not valued by the students. As the assessment reform movement progresses, this issue of grading systems will become more critical. Grades are a powerful force; they define what it means to know and do mathematics in the classroom. One figure illustrates a sample assessment page. (Contains 8 references.) (SLD) ED364577

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Zimmerman, B. J. (1990). Self-regulated learning and academic acheivement: An overview. Educational Psychologist, 25(1), 3-17. LB 1051 E35; AU fiche

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