This article presents the author's response to the article "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" by Alonzo and Ke (this issue), which identifies numerous challenges that the Next Generation Science Standards (NGSS) pose for large-scale assessment. Jill Werthem comments that among those…

On behalf of the states that participated in the 2009-10 State Collaborative on Assessment and Student Standards (SCASS) on Technical Skills Assessment, this paper addresses two significant issues facing the nation: ensuring that more students are both college and career ready and addressing the need for better and more quality data to evaluate…

This article argues that whilst there have been substantial advancements in the ways in which learning is conceptualised, theoretical understandings of assessment, and practices that contribute to meaningful statements of learners' achievements, have not mirrored these changes in certain learning contexts. The authors challenge contemporary…

Asserts that the recent emphasis on quality assurance in higher education, particularly with its sometimes confusing mixture of components, can do a disservice to effective education. (EV)

This commentary discusses three essential themes in performance assessment and its scoring. First, scores should mean something. Second, performance scores should permit fair and meaningful comparisons. Third, validity-reducing errors should be minimal. Increased attention to performance assessment may overcome these problems. (SLD)

This paper analyzes the current and historical criticism of performance-based compensation in K-12 education. It claims that new compensation methods are feasible and are necessary in order to attract and retain the best and the brightest into the teaching profession. The document outlines the objections to performance-based compensation, which in…

While no one instrument can accurately evaluate or assess every college or university debate program, two separate frameworks can be established based in forensics and assessment literature. The first framework is a descriptive/analytic/evaluative framework for a debate program based on the philosophies of the several national conferences on…

Six distinguishable aspects of construct validity are discussed as they apply to performance assessment, emphasizing content, substantive, structural, generalizability, external, and consequential aspects. Taken together, these aspects provide a way to address validity questions in score interpretation and use. (SLD)

The need for training and retraining is a central element in current discussions about the economy of the United States. This paper is designed to introduce training practitioners to some new concepts about how measurement science can provide a new framework for assessing progress and can add new discipline to the development, implementation, and…

Based on the FairTest perspective, this paper argues that the United States does not need a national test to measure progress toward the nation's educational goals and that such a test would have adverse impacts on low-income and minority students. The National Assessment of Educational Progress (NAEP) should remain an indicator system but should…

The use of performance assessments in accountability programs is discussed. Performance assessments have the potential to measure important objectives not easily measured by multiple-choice tests. Nevertheless, they are not suitable for every purpose, and their use should not be oversold. Many psychometric issues remain to be resolved. (SLD)

Advocates for change in educational assessment recommend that assessments of achievement should be designed to reflect real-life performance more precisely than traditional standardized tests can. This paper raises questions about the claims that are frequently made by advocates of assessment reform. It is agreed that assessment practices are in…

This digest examines issues concerning performance assessment of students receiving special education services. Issues addressed are: (1) need to infuse performance assessment into national programs including the National Assessment of Educational Progress (NAEP) and the National Adult Literacy Survey (NALS); (2) current lack of inclusion of…

Discusses the role and consistency of judges' interpretations of teacher performance as part of an evaluative scheme for complex performance, with reference to the ideological framework of professional standards. The tension between assessment decisions and the recognition that assessment involves interpretation is explored. (SLD)

Contends that evaluating teaching is just as important as evaluating students. Argues that most teacher evaluation does not examine what students actually learn from the teacher. Recommends the use of written entry performance tests and subsequent written tests to evaluate teaching effectiveness. (CFR)