Discusses the challenge of assessing collaborative work, such as literature circles. Suggests the best way to evaluate literature circles is a legitimate performance assessment created by the students. Concludes that the rubric-creating exercise itself is a review of good reading and discussion habits. (PM)

The dominant profile judgment method, designed for use with profiles of polytomous scores on exercises in a performance-based assessment, is presented as a standard-setting method. The approach guides standard-setting panelists in articulating their standard-setting policies and allows for complex policy statements. (SLD)

Barriers to large-scale portfolio assessment were studied by surveying 206 secondary teachers interested in adopting these forms of assessment. A rating scale model based on the Rasch model was used to analyze results. Suggestions are presented for facilitating the efforts of secondary school teachers. (SLD)

Outlines the history of vocational evaluation and assessment, career assessment, and transition assessment; discusses the relationship among these three areas; and provides recommendations in the area of transition assessment, including the need to start the assessment process at an earlier age and to emphasize performance in the community. (CR)

Case study of grade 8 at-risk students' perceptions about learning in a nonstandard classroom, a "technology lab" designed around three research-based approaches to the educational environment: cooperative group work, authentic tasks and assessments, and appropriate use of technology. Finds that students feel more motivated to learn, receive…

Answers questions about how a performance-based assessment of critical thinking skills would correlate with a multiple-choice measure of students' critical thinking skills. Determines whether students' critical thinking abilities would improve after completing a general education course focused on critical thinking and after completing a core…

In response to the limitations of the Scholastic Aptitude Test (SAT), several states, including California and Connecticut, are moving away from exclusive use of standardized tests and toward more performance-based assessments. In Massachusetts, a committee is working to put SAT scores into context by finding other ways to judge and report school…

This instructional module presents and illustrates rules for designing performance assessments in a step-by-step strategy through: (1) reason for the assessment; (2) type of performance evaluated; (3) exercises to elicit performance; and (4) systematic rating procedures. Guidelines for maximizing reliability, validity, and economy are presented.…

A Holt, Michigan, high school's recent shift toward conceptual understanding and demonstrated performance inspired one math teacher to develop a panel performance-assessment process. For their midsemester and semester exams, students in algebra II and precalculus discuss before a panel of judges the solutions to complex problems. Panel assessment…

Assessment literates know how to meet specific standards of quality. Sound assessments arise from and serve clear purposes, reflect clear and appropriate achievement targets, rely on proper methods, sample student achievement appropriately, and control for sources of bias and distortion. Barriers include fear of assessment, insufficient time, and…

Six distinguishable aspects of construct validity are discussed as they apply to performance assessment, emphasizing content, substantive, structural, generalizability, external, and consequential aspects. Taken together, these aspects provide a way to address validity questions in score interpretation and use. (SLD)

Uses a description of large-scale collaborative portfolio assessment in the secondary school system in England as a means of seeing the American system and the recent reform efforts in comparative perspective. (RS)

Argues that the assessment of theater abilities should come from careful thought about the heart of theatre work. Discusses online assessment, portfolio culture, and the company model. Argues that students should be welcomed into discussions and provided with problem-solving and decision-making skills. (SR)

A brief summary of standard setting knowledge is presented, derived from about 20 methods that utilize a judgmental review process, the approach most relevant to the standard-setting strategies proposed in this special issue. Criteria for judging effectiveness and critiques of the methods discussed in the issue are offered. (SLD)

Notes that performance and portfolio assessment are being used more widely and have gained acceptance as "good" assessment. Presents annotations of eight conference papers and other materials in the ERIC database concerning authentic literacy assessment. (RS)