This introduction to authentic assessment portfolios for special needs children considers the purpose of the portfolio, types of items appropriate for the portfolio content, and criteria for evaluating the portfolio. (DB)

Argues that the debate on whether to use performance-based versus prescriptive measurement approaches to environmental measurements is unnecessary. Believes that, as project managers gain more experience using data-quality objectives, the performance-based approach will become more popular. (MDH)

Examines the validity of claims that concept maps measure an important aspect of students' knowledge structures. Provides a working definition of concept mapping and a brief theoretical background, characterizes concept maps as a potential assessment in science, reviews empirical evidence on the reliability and validity of various concept mapping…

Describes class activities and a summative authentic assessment for a first-semester high school French class. Describes the new paradigm of authentic learning and authentic teaching in use at this high school and its results. (SR)

The application of multilevel data analysis as a method for assessing and improving principal performance evaluation is demonstrated. The demonstration used the theoretical domains of principal performance-based leadership proposed and tested by R. Heck, T. Larsen, and G. Marcoulides (1990) as a basis for developing an evaluation approach. (SLD)

Explores the performance of n=142 high schools students at the 1996 National Assessment of Educational Progress (NAEP) science test who are enrolled in a project based science (PBS) program as compared to a national sample of students. Recommends using inquiry-based approach such as PBS to implement reform in schools. (Contains 32 references.)…

Compares state policies with accountability provisions of the newly reauthorized Elementary and Secondary Education Act. (PKP)

Develops a conceptual framework that addresses score comparability for performance assessments, adaptive tests, paper-and-pencil tests, and alternate item pools for computerized tests. Outlines testing situation aspects that might threaten score comparability and describes procedures for evaluating the degree of score comparability. Suggests ways…

Describes educational assessment in Singapore and discusses changes planned to focus assessment on more real-life situations while taking into account research on learning and critical thinking. (SLD)

Presents the results of a combined performance/mapping study used to evaluate a Belgian research institute in microelectronics. Results from one bibliometric approach were used to validate results of another. Findings indicated that the method provides a detailed and useful picture of the position of the institute from an international…

Discusses the kinds of abilities and knowledge that are measured in investigative performance assessment tasks in science. Questions the emphasis placed on the assessment of problem-solving and higher-order skills and calls for a rationale for performance assessment in the dimension of "scientific argumentation." (SLD)

An "ill-defined" informal performance task was constructed to evaluate secondary students' problem solving in mathematics. The task for 170 students in grades 9 and 10 was to evaluate other students' solutions to two mathematics questions. Higher-achieving students generally preferred responses reflecting multiple approaches to problem solving,…

This volume describes the characteristics and functions of test items, presents editorial guidelines for writing test items, presents methods for determining the quality of test items, and presents a compendium of important issues about test items. (SLD)

Discusses shortcomings in both cognitive- and competency-based assessment approaches to art learning. Asserts that they fail on a number of fronts to reflect the full extent of art and how it operates. Questions the degree of accuracy that these assessment approaches can achieve when considering art education. (EV)

Uses a conceptual argument to expand current vision of performance assessment. Examines how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. (Contains 34 references.)…