Compared portfolio, performance, and traditional assessments of sixth graders. Found that authentic measures and self-evaluations were weakly correlated with or independent of performance grades and standardized test scores. Academic motivation was more predictive of traditional than authentic measures. Forty percent of students performed better…

The authors of a report on the technical adequacy of alternative reading measures reflect on issues concerning "whole language" terminology, the use of both quantitative and qualitative measures, and instructional decision making. (DB)

The author and a colleague developed the Administrator/Teacher Alliance at California State University, Los Angeles. There were three key planning goals: maintaining integrity of course goals and objectives, developing relevant performance-based assessments, and designing authentic assessment activities that would maximize opportunities provided…

Describes how changes in Indiana's licensure have affected one university's elementary education department, focusing on: the change to performance-based standards and assessment; performance assessment using exit portfolios; and lessons learned. The goal is to bring the program in line with the new Interstate New Teacher Assessment and Support…

Whether differences in mean scores among gender and racial/ethnic groups on science performance assessments are comparable to those for traditional tests was studied with 2,000 students in grades five, six, and nine. Overall, results suggest that the type of test has little effect on these differences in scores. (SLD)

Presents 10 principles for beginning mathematics teachers based on the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC). A main product of the INTASC Performance Assessment Development Project (PADP) is the use of a portfolio-based teacher assessment which includes lessons focusing on one mathematical topic,…

Given the limited use of social competence assessments by teachers, this article briefly reviews three assessment strategies for preschool children, developmental and curriculum-based assessment, direct observation, and peer relations and friendship assessment. A modified performance-based assessment of peer-related social competence is…

To oversee superintendent performance, school boards can take three key steps: (1) assign accountability for managing the board-superintendent relationship to a standing committee; (2) the committee and the superintendent can agree each year on the specific leadership challenges; and (3) annually conduct an indepth assessment of the…

Presents the use of a seven-stage peer assessment process and peer learning in an online, constructivist, higher education distance learning context to develop desired skills and capabilities. Authentic assessments included case studies, projects, critique and portfolio of evidence. Discusses assessment in a system of constructive alignment…

In this article, five high schools are examined that successfully meet the needs of gifted and talented students through innovative curricular programs, which feature small learning communities and supportive structures such as small advisory groups, real world connections, authentic assessment, and teachers who facilitate learning. (Contains…

Performance assessment, unlike a multiple-choice or true-false test, requires students to perform a task or generate a response. This article promotes performance assessment as a way to measure student learning. It contains research findings, principles of performance assessment, seven steps toward performance assessment, and seven references.…

This paper discusses a multicomponent approach to assessment of productive thinking with gifted students. It presents a model of productive thinking encompassing creative and critical thinking, problem solving, and decision making. Emphasis is on planning/profiling, instruction, evaluation, and documentation. Profiling, performance assessment,…

Summarizes results of a 3-year national study of performance assessments' effects on teaching and learning, based on visits to 16 schools implementing these assessments. Performance assessments marginally affected curriculum, but substantially influenced instruction and teacher role. Changing assignment and assessment format will not increase…

Different meanings of portfolio assessment are reviewed, and potential applications to program evaluation are explored. At present, portfolio assessments are not recommended as the primary source of evidence about the attainment of program goals in evaluations that compare curricula or programs because of the lack of validity and reliability…

Some unfinished issues relating to achievement test theory that seemed implicit in the basic idea of criterion-referenced testing are reviewed, recognizing their importance in current studies of authentic assessment and performance-based tests. The future of performance-based evaluation is explored. (SLD)