The purpose of this study was to test methods that strengthen the comparability claims about annual determinations of student proficiency in English language arts, math, and science (Grades 3-12) in the New Hampshire Performance Assessment of Competency Education (NH PACE) pilot project. First, we examined the literature in order to define…

Introduces the articles of this theme issue focusing on the involvement of key stakeholder groups in the validation of large-scale high-stakes assessments. Each makes a unique but complementary contribution to the understanding of the demands of a comprehensive validation effort. (SLD)

Discusses appropriate ways to prepare students for performance assessments and proposes a list of six guidelines for teaching to performance assessments. The focus is on elementary and secondary education. It is believed that these guidelines will help balance the domain and sample problem. (SLD)

Points out areas in which aspects of assessment practice remain resistant to change: (1) evaluation of student achievement; (2) appropriate application of assessment innovation; and (3) preparation of educators in educational assessment. (SLD)

Provides a general framework for examining the consequences of assessment programs, especially statewide programs that intend to improve student learning by holding schools accountable. The framework is intended for use with programs using performance-based tasks but can be used with programs using traditional item formats as well. (SLD)

Conceptual, practical, and logistical issues in the development of science performance assessments (SPAs) are discussed. The conceptual framework identifies task, response format, and scoring system as components, and conceives of SPAs as tasks that attempt to recreate conditions in which scientists work. Developing SPAs is a sophisticated effort…

Reports on an ongoing evaluation of the Vermont portfolio assessment program. Indicates that the positive news about the instructional effects of the assessment program are in contrast with the empirical findings about the quality of the data the program has yielded. (SLD)

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)

Current successes and failures in U.S. educational measurement are reviewed, focusing on criterion-referenced testing. Pluses and minuses are listed for the following: (1) the move toward authentic assessment; (2) the dominance of criterion-referenced assessment; and (3) item response theory applications. Each area is a double-edged sword. (SLD)

A quiz is presented that may call the attention of school personnel to regression effects in educational measurement, and clarify the meaning of statistical regression for educators in schools. Ten questions and their answers explore regression in the contexts of classroom testing, grading, and performance assessment. (SLD)

This training module is intended to clarify the notion of portfolio assessment and help users design such assessments. The rationale for assessment alternatives is presented; and portfolio definitions, characteristics, pitfalls, and design considerations are reviewed. The use of portfolios in large-scale assessments is particularly demanding of…

The development of a hypothetical testing program designed to provide optimum information about student achievement is chronicled. Computer adaptive testing and performance testing are postulated as part of the program. What optimum information really means is discussed. Optimum is only optimal when theory and application are balanced. (SLD)

This instructional module from the National Council on Measurement in Education (NCME) explains how to design assessments for written reports, develop performance criteria and communicate them to students, monitor progress, and assess the outcome. Learning how to give students a role in assessment adds a dimension to their responsibilities. (SLD)

The testing practices and tests described in the preceding articles are reviewed and compared. This cross-cultural examination identifies some issues that are common to the United States and Europe: (1) the emphasis on performance tasks, (2) the accommodation of language minorities, and (3) concerns about gender differences. (SLD)