Rubric-related and rubric-unrelated features used by teacher raters to assign scores to constructed response items for mathematics and reading assessment were studied by looking at 1000 papers from Kansas seventh and tenth graders. Results validated the influence of correctness of answer in both mathematics and reading holistic scores. (SLD)

Studied gender differences in answers to constructed-response mathematics items on approximately 500 papers from grades 7 and 10 from the Kansas Assessment Program. Rubric-relevant variables were highly predictive of holistic scores and accounted for some of the gender differences, especially in grade 7. (SLD)

Recounts the experiences of Kansas social studies educators in designing and implementing a workable assessment instrument that would meet state requirements. The design emphasized five characteristics (thematic orientation, skills emphasis, social studies perspectives, variety of resources, and community orientation) constructed around a…