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Assessment and evaluation at all levels of educational systems have become policy priorities for many countries. Two common reasons for this are student learning expectations and accountability. Although much effort has been put into the creation and refinement of content standards, standardized tests, and methods for using testing results, there has been less attention paid to the development of performance standards (proficiency levels) that greatly affect policy decision making. The present study investigates the Objective Standard Setting Model (OSS) as an improved criterion-referenced method for setting multilevel performance standards. To demonstrate how OSS can be employed for performance standard setting, our study used data from preservice teachers completing an assessment literacy test in a pre- and posttest environment. Using OSS, performance standard levels of proficient and excellent were established with clear content-related descriptions of growth in student content mastery. [ABSTRACT FROM AUTHOR]

This study provides insight about the process of top management teams' (TMTs') sensemaking about leadership of middle managers—a process that has so far been neglected by researchers. In a longitudinal case study design, the authors analyzed observational data from 23 TMT meetings and transcripts from interviews with TMT members. Results indicate that TMT sensemaking consisted of images of middle managers, the TMT self-image, and reflection on action and action planning. Furthermore, the importance of TMT unity in actions toward middle managers is highlighted as an important aspect of TMT leadership. It is suggested to incorporate TMT sensemaking about leadership, as well as actual leadership actions toward middle managers, as processes for explaining how TMT composition influences organizational performance. [ABSTRACT FROM AUTHOR]

Drawing on a recent survey of establishments in the United States, the authors examine how nonprofit, public, and for-profit establishments vary in the use of high-performance work organization (HPWO) practices that offer opportunities for participation in decision making (via self-directed teams and offline committees), enhance the capacity for participation (via multiskilling practices such as job rotation), and provide incentives for participation (via compensation practices). Nonprofit and public organizations are less likely to use performance incentives (gain sharing and bonuses) and some multiskilling practices than are for-profit organizations but more likely to use both self-directed work teams and offline committees. Sectoral differences in the prevalence of incentive compensation and self-directed teams persist after correlates of sector that predict HPWO prevalence—including establishment size, industry, computational requirements, and unionization—are controlled. [ABSTRACT FROM AUTHOR]

Almost all state governments have adopted legislative or administrative mandates to manage for results. These mandates require agencies to engage in strategic planning and performance measurement, with the hope that performance information will be used to change decision-making behavior and improve performance. This article examines case studies of Alabama, Virginia, and Vermont to understand how corrections managers react to and use these mandates. The findings indicate a high degree of variation in case outcomes, ranging from compliance, to performance improvement efforts, to a questioning of the basic goals of corrections. There is a common logic: that explains how managing for results is used however, based on organization's leadership agenda, and informed by knowledge of environmental challenges and opportunities. [ABSTRACT FROM AUTHOR]

This article describes an instructional model designed to teach students generic employment adaptability skills. Failure to acclimate to a dynamic work environment has been suggested as a primary reason for job termination, The need to adapt to changes in work environments and maintain acceptable levels of work performance is critical for employment success. The model describes how to teach students to adapt to these changes and includes four major components: (a) decision making, (b) independent performance, (c) self-evaluation, and (d) adjustment. Implications for transitional programming are addressed. [ABSTRACT FROM AUTHOR]