Rather than focus on the individual as the primary lens into assessment, the authors argue that evaluations should center on the practice of what teachers do in various academic or social curricula. They present several functional decision making models of evaluation and teaching and then apply the models to academic, social skills, and task-related content. A number of case studies are included to illustrate how teachers can put curriculum-based evaluation into practice in a variety of programs. Annotation c. Book News, Inc., Portland, OR (booknews.com)