This review, with profiles of 51 available writing/language usage tests from most major test publishing companies, provides technical information on the tests, the evolution of test characteristics, the tests' role as writing samples, and issues in psychometric quality. Published objective writing tests are changing in important and positive ways.…

Compares direct and indirect writing assessment strategies and contrasts them in terms of the relationship each has to specific classroom decision-making situations, the components of writing assessed, practical testing matters, characteristics of test exercises, test scoring procedures, and procedures for determining test quality. (HOD)

To make the transition from traditional assessment, which was often counterproductive, to an array of assessment applications that will be more constructive for students, teachers must expand their vision of the relationship between assessment and effective schools. Assessment must be used to inform classroom decision making, and it must become…

Intended for educators seeking information on direct writing assessments, this monograph describes general procedures for planning and conducting a writing assessment and strategies for tailoring that assessment to local needs. The introductory chapter offers a brief comparison of direct and indirect writing assessment methods, highlighting those…

Using evidence of student learning to evaluate teacher effectiveness is discussed. Since standardized achievement tests cannot and will not do the job, alternatives are explored. Evaluators should focus not on test results derived from centralized standardized testing programs, but on results derived from teachers' classroom assessments of student…

The nature and quality of teacher-developed tests was studied in a national sample of 228 teachers representing four grade levels and several subjects. Teachers described their patterns of test use, concerns about assessment, and use of performance testing. Teacher-developed performance assessment was heavily used. (Author/GDC)

Issues involved in classroom assessment training for teachers are discussed. Six dimensions of classroom assessment competence were identified via task analysis. A 10-session workshop is described, and relevant evaluation data are reported. (TJH)

Classroom-based measures, including self-developed tests and tests provided with instructional materials, aid teachers far more than standardized tests. Yet administrators, researchers, and teacher educators emphasize the latter to the detriment of education. New research and training emphases, greater public awareness, and a resultant…