Asserts that assessment has become a leading national educational issue. Presents a chronology of events in California related to student assessment reform. Identifies the California Learning Assessment System (CLAS) three key elements: (1) individual student scores; (2) performance testing; and (3) curriculum improvement. (CFR)

Contends that few educational issues rival the California Learning Assessment System (CLAS) for comment, controversy, and confrontation. Defines the CLAS test and discusses its characteristics, anticipated student responses, and scoring procedures. Outlines four implications for instructional methods. (CFR)

Asserts that new student assessment methods incorporate more direct assessment of student knowledge and performance. Describes changes in student assessment in California as a result of state and federal reform efforts. Discusses classroom implications and the role of teachers using the new assessment techniques. (CFR)

Contends that understanding history is more than remembering isolated facts: it involves interpreting, hypothesizing, and evaluating. Provides recommendations for preparing elementary students for the California Learning Assessment System (CLAS). (CFR)

Provides of examples of performance-based assessments in three categories: (1) projects; (2) performances; and (3) question strategy sessions. Describes a typical performance-based assessment project including setting up the project, peer evaluation, the class presentation, and the test used. (CFR)

Describes the first administration of the California Learning Assessment System (CLAS) to fifth-grade students. Discusses the history of CLAS, types of questions employed, content coverage, methods of scoring, and reporting on tests results. Presents sample questions, student responses, and commentary on student performance. (CFR)

Presents a classroom teacher's experiences in preparing a fifth-grade class for the California Learning Assessment System (CLAS) test. Discusses an integrated curriculum approach, disagreements between teacher associations and the state department of education, and student and parent attitudes toward the test. (CFR)