Considers the real authenticity of performance-based assessments, exploring their relationship to pedagogical practices that address ethnic and linguistic diversity. Describes an effort to transform English instruction and assessment in ways that draw on the cultural funds of knowledge of African-American students. (SLD)

Authentic assessment requires students to think critically while applying skills to solve real-world problems. Integrating traditional and authentic assessment can provide accurate pictures of what students know. This paper describes one elementary teacher's experiences with alternative assessment, discussing possible concerns with using authentic…

Applied the analytical judgment standard setting method to 90 papers from the 1996 Grade 8 National Assessment of Educational Progress science assessment. Compared sorting versus direct classification, long and short versions of the classification scale, and effects of discussion on cutscores. Results from 17 Georgia teachers and 8 Michigan…

Data from 77 ninth-grade Spanish students who took an objective test, a performance assessment, and a measure of perceptions of control indicate that control perceptions predict scores on performance assessments, not objective tests. Performance assessments thus reflect motivational variables beyond the constructs being tested. (SK)

In one California high school, learning to learn is a measurable outcome assessed by all students' participation in graduation by exhibition. Students must meet state requirements and demonstrate learning prowess by publicly exhibiting their skills in math, science, language arts, social science, service learning, and postgraduation planning. (MLH)

Discussion of trends in the accountability movement in higher education considers accountability versus autonomy, effects of massification, limitations of public expenditures, measuring institutional performance in the United States and United Kingdom, emerging performance-based reforms, and commonalities among performance-based systems. Notes…

Indicates the lack of professional development of preservice teachers on student evaluation. Discusses some assessment strategies and performance assessment. (YDS)

Describes the work of the Literacy Unit of the New Standards Project and uses that description to raise a broader set of issues about assessment in the K-12 English language arts. Notes that the performance assessment uses on-demand tasks lasting three to five days and involves the reading of a selection and writing of an essay and portfolios. (RS)

Interviews nine college developmental reading students regarding reading and metacognition, study skills, notetaking, motivation and attitudes, and family literacy history. Finds students had weak reading, study, and notetaking skills although they got fairly good grades. Reveals numerous differences between quantitative and qualitative results.…

Interviews with Barron and Damore on the subject of student assessment in Montessori schools discuss: examination of the culture in which children are raised; portfolio assessment; child development; reporting and recording techniques; literacy mileposts; strengths and weaknesses of Montessori teachers regarding student assessment; assessment…

Alberta's new Career and Technology Studies (CTS) program updates and expands existing business education, home economics, industrial education, and vocational education into an integrated curriculum for grades 7-12, reorganizing them into 22 strands. CTS is appropriate for all students and allows them to investigate concepts and technology across…

Describes a 3-year project designed to serve the needs of artistically talented students, focusing on the project's assessment as a "cautionary tale" for people involved in large-scale, authentic assessments. Describes project evaluations for years two and three and provides recommendations concerning outside evaluators and large-scale educational…

Presents information on the National Council for the Accreditation of Teacher Education's requirements for a performance-based system of assessing teacher candidates and the similar requirements of NAEYC within its higher education program approval process. Presents questions to create a systematic teacher assessment plan, websites for further…

Explores the development of performance-based assessments from the teacher's perspective. Describes the issues of relevance and representativeness within the context of a rubric designed to assess student development and performance of a rhythmic composition. Discusses three ways a component can be irrelevant, measuring proficiency, and…

Describes several reasons, based largely on dissatisfaction with New York City bureaucracy, why principal of International High School in Queens decided to accept invitation to become a charter school: Student selection challenges; need for school-based staffing; scheduling, financial, and purchasing rigidities; and state assessment requirements.…