Fall 2006     ISSN 1096-1453     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.