Describes a process for developing alternative assessment instruments and student responses and illustrates the use of scoring rubrics. Focus is on the student's thought processes and student performance. (AIM)

Suggests a way to change the role of physics teacher. Discusses the teacher as a coach, reducing anxiety, team cooperation, and a grading system including "forgiving learning" which recognizes student's progress. (YP)

Describes one successful secondary science model involving a child-centered plan of instruction that uses several nontest evaluation and documentation strategies to verify mastery of essential elements. (MS)