Volume 10, Issue 3     Editorial (2)
The process of assessment is important to the examination of student, teacher, and program outcomes. Assessment can be used to measure outcomes while being used to guide teaching or examine beliefs and perceptions. If used efficiently and effectively, assessment can be a valuable tool. Various procedures for assessing students, classrooms, teachers, schools, and programs are presented in this issue of Academic Exchange Quarterly. Holmes, Brown, and Algozzine present strategies on how to assist all students in the quest for success in their article “Promoting Academic Success for All Students” while Norton addresses the difficulties of assessing learning in “Challenges to Effective Assessment of Learning.” Positive Behavior Support is a technique used to support students with challenging behaviors, and Beaudoin, Benner and Knuth assess teacher knowledge of best practice in behavior support. In “Challenges to Effective Assessment of Learning”, Norton strives to address solutions for the appropriate use of assessment in higher education while presenting a discussion of challenges to the process. The use of media and technology is an increasingly important aspect of schools and learning. Austin, Pinkleton, Van de Vord, Arganbright and Chen examine media literacy by assessing middle school student reactions to media lessons. In “Assessing the Wizards” by Shephard and Mullane, assessment criteria for evaluating media and technology projects and classes are proposed. Several articles delve into topics related to the effective assessment of educators. For instance, Scott and Bagaka present “Teacher Efficacy, School Reform, and State Tests” while Chang and Wu discuss teacher efficacy and elementary teacher education in their engaging article. Methods of effective teaching and assessment in higher education are also located in this issue. Habanek’s article called “Issues: Blending Online and Face-to-Face Teaching” presents a discussion of the blended class, a model frequently used in higher education. A unique look at whether giving mid-terms is bad for faculty is offered by Pritchard and Wilson, whereas Bloom proposes collaborative testing as an “alternative” means for assessing student learning. The inclusion of students with disabilities into general education classrooms is analyzed by pre-service teachers in “Pre-service Teachers’ Perceptions of Inclusion” by Pierson and Howell. This assessment of perceptions may impact how pre-service teachers are trained in their teacher preparation programs to work with students with disabilities. Likewise, Peng presents a study of “K-12 Teachers’ Assessment of Student Learning” to further clarify how teachers look at student outcomes. We hope that you will find the topics and projects examined by authors in this issue valuable in your use of effective assessment across a variety of learners and settings.Kristin K. Stang, Ph.D.,
Assistant Professor, California State University, Fullerton
Melinda R. Pearson, Ph.D.,
Professor, California State University, Fullerton
CFP for the next Educational Assessment issue, Fall 2007.
See Index to all published articles.