The history of grading offers little support for current grading practices. Alternative methods such as mastery, student self-comparison, contracting, multiple grades, and the point system should be examined in the context of philosophical issues to determine new grading policies. (SK)

Defines and evaluates alternative or authentic assessment, explores some of the creative options that are available, and provides tips for implementing new evaluation strategies. (Author)

An Assessment Institute, the Lesley College-TERC Assessment Institute in Mathematics and Science, provided K-8 teachers, curriculum specialists, and staff developers an opportunity to examine, develop, and participate firsthand in new forms of assessment. This article provides some of their findings. (ZWH)

Provides annotations of 12 conference papers, books, and other materials (published between 1991 and 1993) from the ERIC database that focus on teachers, students, and finding alternative ways to assess students' learning in a nontraditional classroom environment. (RS)

Advocates the use of portfolios for educational assessment of college developmental learners. Discusses recent development of portfolios, factors influencing their use, literacy-based portfolio assessment, sample contents, managing the portfolio, and portfolios as collaborative reflection. (SR)

Unstated reasons for the trend toward alternative assessment include mismatch between teachers' student-centered orientation and depersonalization of traditional testing; teachers' desire to exercise professional judgment; and the feeling that traditional tests are redundant and do not reflect the entirety of classroom learning. (SK)

Surveyed U.S. medical schools to determine the extent to which student assessments have broadened beyond multiple-choice question (MCQ) examinations and preceptor ratings. Found that a variety of competency assessments currently are used; MCQs remain a core assessment method. Year 3 had the greatest breadth of assessment strategies. (EV)

Lessons that researchers in the field of child assessment may learn from the Kaufman Assessment Battery for Children (K-ABC) and their implications for future directions are identified. Based in part on these lessons, an alternative assessment model is proposed for the alternative assessment of children with reading problems. (SLD)

Discusses how an alternative assessment approach using journaling can reveal so much more about a child's understanding of mathematics. (ASK)

Discusses how Mediated Learning Experience (MLE) is incorporated into testing practices to define an addition to the assessment repertory called dynamic assessment (DA). Operationalizes MLE in a rating scale and then describes four approaches to DA: a group administered screening procedure; a generic curriculum-based approach; an individual…

Describes the adverse impact of Massachusetts Comprehensive Assessment System high-stakes testing on the unique educational environment of the Boston Arts Academy. (PKP)

Describes one Illinois school district's efforts to develop multiple school and student performance measures that go beyond standardized test scores. (PKP)

Describes the strong power of tests and the fact that tests lead to far-reaching and high stakes decisions and consequences about individuals and groups. Proposes a number of assessment strategies that are based on democratic principles. (Author/VWL)

With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student…

This study examined the validity of one state's alternate assessment portfolio system using the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education's Standards for Psychological and Educational Testing. The results indicate serious shortcomings in the evidence for content,…