In the "Student-Centered Classroom Assessment" textbook, readers are offered many opportunities to reflect on classroom assessment ideas in relation to their own classroom assessment experiences. As a companion to that text, this book of case studies serves the same purposes, but in a way that calls for the application of ideas and strategies…

Discusses concerns about and reaction to student test scores. Questions the nature of a national test for social studies. Asks whether students can be tested in groups as a means of performance assessment and whether such testing instruments can and should replace traditional testing in social studies. (DK)

The first edition of this book was written to give information about testing to people whose work gave them access to test results, but whose training included little or nothing about the use and interpretation of tests. Later editions have been intended for a broader audience as the need for understanding what test scores really mean has…

Describes a case study to determine whether performance tests are a feasible alternative to multiple-choice tests. Examines the difficulties of administering and scoring performance assessments. Explains that the study employed three performance tests and one multiple-choice test. Concludes that performance test administration and scoring was no…

Reviews alternative assessment practices in several nations and questions whether these techniques should be used in the United States. Focuses on moderation, a technique in which trained evaluators adjust grades to ensure equitable distribution among participating schools. Concludes that evaluation in art education presents special problems and…

Asserts that assessment has become a leading national educational issue. Presents a chronology of events in California related to student assessment reform. Identifies the California Learning Assessment System (CLAS) three key elements: (1) individual student scores; (2) performance testing; and (3) curriculum improvement. (CFR)

Contends that performance assessment, or authentic assessment, is changing the way teachers evaluate and grade students. Describes the differences between traditional assessment and performance assessment. Argues that performance assessment is particularly suited for the social studies curriculum. (CFR)

Advocates using portfolio assessment in music education, more as a teaching tool than a final evaluative instrument. Explains those advantages and disadvantages of portfolio assessment that are peculiar to music education. Discusses materials for inclusion. (MJP)

Authentic assessment, as referred to in this book, encompasses meaningful tasks, positive interaction between teachers and students, methods that emphasize higher-order thinking skills, and strategies that allow students to plan, monitor, and evaluate their own learning. Most important, authentic assessment means helping students to apply and…

A series of eight videoconferences was designed to help educational professionals improve schools by applying knowledge gained from research. During the videoconference programs, which are transmitted by satellite to facilities with receiving capacity, viewers can interact by telephone with the program presenters. Each program covers a specific…

This book is a practical guide for assessing the intended learning outcomes of classroom instruction. It is based on the premise that assessment of student achievement plays a vital role in instruction and that the main goal of assessment is to improve learning. The new title of this sixth edition reflects a shift from major concern with classroom…

Contends that few educational issues rival the California Learning Assessment System (CLAS) for comment, controversy, and confrontation. Defines the CLAS test and discusses its characteristics, anticipated student responses, and scoring procedures. Outlines four implications for instructional methods. (CFR)

Asserts that new student assessment methods incorporate more direct assessment of student knowledge and performance. Describes changes in student assessment in California as a result of state and federal reform efforts. Discusses classroom implications and the role of teachers using the new assessment techniques. (CFR)

Contends that understanding history is more than remembering isolated facts: it involves interpreting, hypothesizing, and evaluating. Provides recommendations for preparing elementary students for the California Learning Assessment System (CLAS). (CFR)

Compares the use of standardized tests and authentic assessment to measure student progress and achievement in art education. Reviews a variety of authentic assessment models and techniques. Concludes that authentic assessment is a powerful measure of student achievement and teaching effectiveness. (CFR)