Describes the three phases of the learning cycle (exploration, conceptual invention, and expansion) and explains how they can be used in educational assessment. The use of semantic mapping, concept mapping, and mental modeling in the evaluation of student learning is described. (PR)

Presents a concept-map scheme that provides a consistent syntax and grading system for using concept maps as assessment tools. The grading scheme awards points for demonstrating hierarchies, relationships, branching, and cross links. Examples showing the use of the key are presented. (PR)

Defines a portfolio as a container of documents that provide evidence. Suggests the following questions that most be considered in using portfolios in educational assessment: (1) What does the portfolio contain evidence about? (2) What will count as evidence in the portfolio? (PR)

Asserts that in the last couple of years a number of excellent sources of information directly related to using portfolios in science have emerged. Lists 11 articles that can provide knowledge about the use of portfolios in education.(PR)

Describes the use of the observational checklist as an alternative assessment method. Suggests scoring rubrics should be developed to allow students and teachers to understand what standards are expected. Example scoring rubrics for drawing conclusions, creating motion, and group/cooperation skills are presented. (PR)