Many changes have occurred in techniques used to appraise student achievement in social studies, and these new approaches may put teachers in a better position to notice the progress of individual students and then plan for sequential learning. Some of the deficiencies of traditionally used standardized tests have been overcome through the use of…

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,…

This action research project implemented and evaluated a portfolio program for assessing student performance. The targeted population consisted of elementary and middle grade students in two schools. The inadequacy of traditional evaluation methods was documented by means of parent and staff surveys. Common discrepancies were found in student…

Portfolios, demonstrations, exhibitions, displays, and video attestations all challenge traditional test theory, which is focused on individuals in isolation. However, teachers are expected to work collaboratively and resolve problems within a social context. Instead of limiting collaboration when evaluating a teacher's site-based portfolio,…

Portfolios help with the collection, organization, and storage of information by incorporating digital pictures, digitized videl, rubrics, text, and fitness scores into an electronic file. This article discusses electronic portfolios, hypercard stacks formatted as electronic portfolios, and typical student use of programs. Various portfolio…

Advocates student learning portfolios as an effective assessment technique. Explains how to devise a process that involves community expert partners in judging a student portfolio contest in technical writing. Discusses how to sustain community involvement in program assessment and describes how portfolio assessment led to the creation of a…

Describes the use of process-folios with students who are gifted in the visual arts, for assessing student needs, identifying advanced ability, developing specific programming, and evaluating programs. Discusses factors that should be considered to ensure accurate assessment when implementing process-folios and activities for creating the…

Presents examples of how to implement and model authentic assessment for preservice teachers, describing the authentic assessment used in a preservice elementary mathematics methods course. The components of the assessment include reading and writing, examinations, discussions and observations, collection of students' work, and oral and visual…

Examines teachers' beliefs and attitudes as their school district moved toward mandated and standardized literacy portfolio assessment. Notes that the three teachers value informal classroom portfolio assessment. Presents teachers' concerns as their district begins the process of mandated and standardized portfolio assessment. Notes that the…

A study of special educators (n=21), bilingual credentialed teachers (n=21), and school psychologists (n=21) examined their judgments regarding how portfolio data compared to traditional standardized assessment data. Results indicate that portfolio data led to more numerous, specific, and detailed recommendations and judgments, and is more…

Analyzes the current state of mathematics assessment as applied to individuals with learning disabilities. An overview of the development of mathematics assessment is provided and specific strategies for conducting math evaluations are described, including portfolios, criterion-referenced tests, curriculum-based measurement, observations, and…

The inability of standardized, English-based tests to adequately assess the abilities and potential of deaf secondary school students has led to creating innovative, realistic assessment strategies. Goals are to empower students to develop decision-making skills, evaluate their critical thinking, and promote lifelong learning through use of…

Reviews five types of classroom assessment methods: forced-choice items (i.e., multiple-choice and true-false items, matching exercises, and fill-in-the-blank items); essay tests; performance tasks and portfolios; teacher observation; and student self-assessment. Provides examples of each method and describes the skills that they are intended to…

Describes how a portfolio process implemented at an alternative secondary school encouraged resistant students to join in school-related literacy activities. Notes how it also gave the students a chance to self-assess, set and attain goals, and develop a personal relationship with the teacher. (SR)

In 1999, a committee from Arkansas Tech University's School of Education began the development of an exit portfolio for assessing and providing feedback on university programs and student interns. The use of the portfolio as an outcome-based assessment offers unique information not available through traditional testing. The developmental phase…