Discusses briefly the standards movement and content standards for oral communication. Describes "New Standards" as one model for incorporating the domain of oral communication into an influential, nationally-based program for performance assessment. Discusses five principles regarding speaking/listening/viewing that are incorporated…

Among six guidelines for portfolio assessment are (1) identify the goals of the portfolio; (2) determine type of portfolio to be used; and (3) establish procedures for organizing the portfolio. Insets explain performance-based assessment and use of portfolio assessment to comply with the Individuals with Disabilities Education Act Amendments of…

Offers guidelines and examples for the use of portfolios with early childhood and elementary age children with disabilities. Topics addressed include what a portfolio is and looks like, how a portfolio is organized, what is included in a portfolio, the selection process for deciding the portfolio contents, and portfolio evaluation and reporting.…

As principals become more accountable for student achievement, evaluation policies and procedures should be carefully crafted. Evaluation should focus on school improvement, be performance-based and aligned with job junctions, define performance expectations, promote buy-in and collaboration among administrators, promote growth and improved…

Explores whether standards-based reform can drive school improvement using data from two Canadian monitoring systems to illustrate the main points. Outlines some of the dilemmas associated with monitoring and offers suggestions about how to tighten the link between monitoring and learning. Whether performance based assessment increases student…

Tested a model of the influence of homework on classroom performance using a sample of 429 students in grades 2 and 4, their parents, and their 28 teachers. Data reveal the critical role of parents in both the homework process and the success of elementary school students. Positive parent involvement in homework was the strongest predictor of…

Argues that the goal of enhancing fairness and equity in the evaluation of students with learning difficulties will not be realized by merely introducing performance assessments. Suggests need for development of an empirical base to guide implementation and to reevaluate prevailing beliefs about student failure and the role of assessment in…

A study examined the combined effects of class wide instruction on performance assessment tasks and problem solving instruction in ad hoc tutoring in mathematics on six students with learning disabilities. The two interventions led to demonstrable differences over time when compared to students who did not receive this kind of instruction.…

Examines three student accountability measures (standardized tests, performance-based assessment, and structural assessment) through two different theoretical perspectives: structural functionalism and feminist poststructuralism. Educators can use various kinds of assessments in ways that maintain the status quo or support equity and justice for…

Describes how to develop quality performance-based assessment tasks. Demonstrates that a change in methodology can make a considerable difference in achievement levels. Focuses on one assessment task, "You'll Get a Charge Out of This", which addresses electricity. (SAH)

With increasing emphasis on accurate assessment and accountability, computer-based testing and simulation may signify the future for teachers wishing to keep current on technology in the classroom. If career and technical education is to use new testing technology, features such as authentic assessment and criterion-based testing must be…

Describes procedures for calculating conditional standard error of measurement (CSEM) and reliability of scale scores and classification of consistency of performance levels. Applied these procedures to data from the American College Testing Program's Work Keys Writing Assessment with sample sizes of 7,097, 1,035, and 1,793. Results show that the…

Compared performances of 3,300 third graders on a performance-based writing test and a multiple choice test of writing skills. Overall, results support the view that performance-based writing assessment is relatively fair and that it measures learning tasks that are related to the school's curriculum. (SLD)

Discusses the role of performance assessment in outcome-based education. Compares the relationship and interplay between the two related paradigms and presents guidelines of assessment programs in outcome-based education. (Author/CCM)

Investigated the construct validity of the implied and theoretical structures of the Wechsler Adult Intelligence Scale-III (WAIS-III). Results using the standardization sample of 2,450 adults and adolescents indicate that the WAIS-III provides an excellent measure of the four-factor model and a general factor, but they do not support the construct…