Describes work in progress at SRI International in the Performance Assessment Links in Science (PALS) project, which is developing an online, standards-based, interactive resource bank of science performance assessments. Coupled with the development of the resource bank is a program of research on effective use of these resources. (SLD)

Schools must consider performance or authentic assessment as a way to increase learner interest, motivation, and independence. The Mid-Continent Regional Educational Laboratory has developed a model that addresses the concerns of content-area standards and lifelong-learner outcomes. These include content-area concepts, complex-thinking processes,…

Defines authentic assessment as an approach to assessment that is designed to correspond as closely as possible to real world experience. Discusses the rubric, a tool that is being used across the curriculum, and how it can be used in technology education. Rubrics are scoring devices designed to assist in clarifying, communicating, and assessing…

Suggests that both portfolio and performance-based assessment can be implemented in ways that retain vestiges of standardized testing. Compares aspects of standardized testing to aspects of portfolio and performance-based evaluation. Discusses responsibility to those assessed. (RS)

Advocates the family portfolio as a more authentic assessment tool for evaluation in family literacy programs than standardized testing. Discusses the purpose and content of the portfolio, portfolio conferences, portfolio analysis, and what happens to the portfolio at the end of the program. (SR)

Individual differences in procedural and declarative learning of a sequence-learning task by 455 adolescents were measured and compared to one another and to scores on a performance battery. A framework is proposed to explain the results based on a combination of approaches to explain dissociations found in memory. (SLD)

Authentic assessment encompasses methods of evaluating what students know and can do, acknowledging that children learn best when they are actively involved and receive feedback. Criteria for judging authentic assessments include determining their consequences and noting whether they are cost-effective, meaningful, fair, and generalizable, with…

Uses two direct writing assignments to show that performance assessment denotes the kind of student response to be examined, whereas authentic assessment denotes assessment context. Although not all performance assessments are authentic, it is difficult to imagine an authentic assessment that would not also be a performance assessment. Educators…

Discusses the need to pay more attention to the type and nature of the content assessed. Provides five guidelines designed to help teachers select material that will contain important content, the heart of authentic assessment. (MG)

Performance assessment may be the best vehicle for validating student achievement. Performance assessment, in theory and practice, is compatible with middle-school philosophy, stated mission, organizational structure, and instructional models. The challenge is to reexamine program outcomes and decide what middle-level students should know and be…

Some educators believe that authentic, performance-based assessments can drive instructional improvement. The Kentucky Education Reform Act uses a measure-driven instructional approach (the Kentucky Instructional Results Information Program) that evaluates student portfolios in writing and mathematics, achievement on performance events, and scores…

Addresses issues arising concerning work undertaken by the National Center for Education Statistics to begin development of a National Assessment of College Student Learning (NACSL). Reviews assessment forms; identifies conditions assessment of "advanced ability to communicate" should meet; suggests how the communication component of the…

Responds to letters to the editor regarding comments on semantics, psychometrics, and assessment reform regarding authentic assessment of student academic achievements. Suggests that psychometric concerns need to be addressed. (MMU)

Reports the use of the Extended Logistic Model (ELM) of Rasch (D. Andrich, 1988) to validate the reduction of continuous motor-skill data to categorize performance. Data from 332 Australian preprimary and primary school students show that application of the ELM can provide a check on the quality of the rating mechanism. (SLD)

Examines assessment practices in a middle school mathematics classroom using two criteria for authenticity. Uses two frameworks to examine how well assessment practices meet the two criteria and to consider when the two criteria may be at odds. Contains 24 references. (ASK)