Discusses the need for alternative authentic assessment in online, student-centered learning environments for distance education. Topics include defining assessment and evaluation; writing; cognitive assessment; performance assessment; and barriers to alternative assessment, including the need for scoring rubrics, class size, and cost and…

Project Spectrum attempts to reconceptualize the traditional linguistic and logical/mathematical bases of intelligence. Spectrum blurs the line between curriculum and assessment, embeds assessment in meaningful, real-world activities, uses "intelligence-fair" measures, emphasizes children's strengths, and recognizes the stylistic…

Uses the Science Process Skills Inventory (SPSI) to analyze student efforts at writing experimental designs. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science…

Describes a system, used throughout England, that allows students adequate time to tackle extended tasks, collaborate with peers, reflect and redraft ideas, and polish products; is manageable and rigorous so assessments are made efficiently and reliably; and has status to ensure that different assessors use common standards. (MKR)

Describes project that provided technical assistance to elementary and secondary teachers at six sites while collecting data on problems encountered and educators' evolving concepts of alternative assessment. Key difficulties in understanding were teachers' focus on classroom activities rather than student goals, uncertainty about specifying…

Presents a discursive, reflective, and experimental essay. Considers the wealth of images created by a 75-year-old letter from the author's father to his sister. Reflects on the relationship of writing to identity, history, and personal expression. Suggests that assessment needs to be contextual, descriptive, and personal. (RS)

Presents examples of one rubric style and different ways that rubrics can be used. Uses the example of developing student understanding of how energy moves through the atmosphere. (MKR)

Surveys the use of poster sessions with undergraduates in a mathematical modeling course, outlines the rationale for using posters with mathematics students, and describes experiences and proposes criteria to use in the assessment of student posters. (12 references) (Author/MKR)

Examines the A through F system of letter grades used in most schools, suggesting reasons why this framework is inadequate. Proposes a new assessment model which has children demonstrate that they can accomplish a given task on their own. (MDM)

Describes a Saint Louis elementary school's successful application of Howard Gardner's multiple intelligences theory. What began as a discussion of the nature of intelligence has resulted in a revised curriculum, varied instructional techniques, alternative assessment (using a combination of portfolios, progress reports, profiles, demonstrations…

Examines the rhetoric about portfolio assessment and compares that rhetoric with observations from one school district's project in developing portfolio assessment. Presents observations that show the successes and the remaining challenges in implementing alternative assessments. (MG)

Describes experiences using portfolios in preservice reading/language arts methods courses, including portfolio development, values of the portfolio, transferring knowledge to practice, and future directions. (SR)

Highlights some of the promising avenues to pursue as teachers strive to create alternative literacy assessments. Argues that portfolios of literacy development offer exciting opportunities for teachers to create assessments that engage students in authentic activities and provide genuine guidance for instruction. (MG)

Alternative assessments have sometimes been used for such purposes as external control of schools. Equitable use of alternatives such as performance-based assessment depends on top-down support for bottom-up reform, careful design, and how well assessment is interwoven with the goals of authentic school reform and effective teaching. (SK)

Explored teachers' self-reported assessment practices and the influence of teaching experience, grade level, and subject area on those practices. Surveys of 893 teachers in 34 schools indicated that they used observational assessment and performance tasks more frequently than traditional assessment. Experienced teachers, elementary teachers, and…