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…

In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine…

Provides information useful to educators who are rethinking their current approach to assessment and identifies characteristics of each assessment that seem particularly noteworthy. Concludes by raising a number of questions that should be considered before deciding whether or not to use these new performance-based assessments. (MG)

Notes that performance and portfolio assessment are being used more widely and have gained acceptance as "good" assessment. Presents annotations of eight conference papers and other materials in the ERIC database concerning authentic literacy assessment. (RS)

Representing a shift toward performance based education, this content guide and framework is designed to help schools in Idaho develop a K-12 English language arts curriculum and program and formulate some realistic goals for themselves and their students. An introductory section discusses performance based education, goals for English language…

This article discusses important principles for assessing language arts instruction for gifted learners. It stresses the importance of multiple measures and approaches being employed at formative and summative stages of the instructional process. Examples of rubrics, portfolios, and performance-based models are provided, along with ideas for…

Predicated on a belief that assessment and evaluation should be vital, planned aspects of the curriculum, this booklet describes classroom-based assessment that serves to inform teachers, students, and parents of the learner's growth as well as to suggest next-step instructional goals. Procedures developed by classroom teachers which integrate…

A quality evaluation program is needed to determine student progress in the language arts. Evaluation procedures emphasized should appraise in terms of stated objectives. A variety of procedures should be used since no approach is perfect. Approaches include: instructor observation of student progress; completion of checklists or rating scales;…

This practicum was designed to develop performance-based assessment tools to document language arts achievement for use in eighth-grade language arts classes. Two eighth grade language arts classes (55 students) participated in the program for an entire school year, maintaining a writing portfolio and a record-keeping portfolio. A video portfolio…

This report describes a program that was implemented to improve student assessment through the use of portfolios. The targeted population consisted of a first and third grade classroom in a suburb of a large Midwestern metropolitan area. The problems related to assessment were documented by state mandated test scores, teacher determined grades,…

Development of a multistage dominant profile method for setting standards on complex performance assessments is detailed. The method grew from experiences with a judgmental policy-capturing procedure and an extended Angoff method. The design of an early adolescence English language arts assessment illustrates the complexity of decisions panelists…

Pressed by the vise created by the "era of accountability" and evolving theory which emphasizes constructing meaning and problem solving, educators have become more articulate about defending the classroom impact of new theory. Assessment in the classroom is following contemporary descriptions of learning, thinking, and language use as…

The increased classroom application of the perspective that defines and applies a description of learning, thinking, and language use as "processes"--or even one inseparable process--has the potential to make the 1990s another exciting decade for education. Accruing theory that stresses process and integration recommends instruction…

The Indiana State Assessment System, new for the 1995-96 school year, will emphasize student-constructed answers in both language arts and mathematics in grades 3, 4, 8, 10, and 12. Optional classroom performance assessments will be available for grades 2, 5, 6, 7, 9, and 11. Local diagnostic tests will be available at the same grades as the…

This report on professional development of English teachers discusses the Dimensions of Teaching as a basis for the judging of performance in the National Board for Professional Teaching Standards [for] Early Adolescence/English Language Arts (NBPTS EA/ELA) assessment. The report focuses on how the professional literature on Models of Teacher…