Describes the political aspects of the implementation of a new teacher evaluation system through an observational case study of a school district's 3-year effort to link personnel performance to system and school goals through teacher evaluation. Findings illustrate the importance of technical expertise and a sophisticated political understanding…

Discusses the use of portfolio assessment in elementary schools, focusing on how Montessori teachers can effectively develop portfolios. Presents samples of items for inclusion in student portfolios. Discusses the decision to use portfolio assessment, detailing advantages. Asserts that portfolios assess as well as facilitate creativity,…

Focuses on the implementation and evaluation of instructional strategies in a core science education methods course within a Bachelor of Education preservice program. Examines how a collaborative learning experience that incorporated components of problem based learning was implemented and how students reacted to and reflected upon this approach.…

Kentucky's ungraded Primary School Program is defined by seven critical attributes: developmentally appropriate educational practices, multiage/multiability classrooms, continuous progress, authentic assessments, qualitative reporting methods, professional teamwork, and positive parent involvement. This article explains these attributes,…

Generalizability of performance-based assessment scores across raters and tasks is examined, focusing on implications of generalizability analyses for specific uses and interpretations of assessment results. Although it seems probable that assessment conditions, task characteristics, and interactions with instructional experiences affect the…

The University of Calgary (Alberta) was recognized for adopting competency-based human resource processes that focus on developing and rewarding staff for demonstrating competencies critical to the university's success. Programs and resources were redirected to support staff learning, attendance at learning and development programs increased by…

Most teachers use multiple intelligence theory in teaching but evaluate student learning with traditional assessment methods. Focuses on classroom assessment and advocates that students' should be evaluated using a variety of approaches. Recommends that teachers make their evaluations more objective and reliable. (YDS)

Discusses the Maryland School Performance Assessment (MSPAP), addressing the benefits of MSPAP and the teachers' call for assistance. Focuses on the use of the Internet to (1) disseminate information about assessment to parents and students and (2) offer professional development for teachers on instructional and assessment strategies. (CMK)

Studied the performance of 140 Primary 6 (aged 10 and 11) school students in Scotland using 2 modes of assessment, a paper-and-pencil test and more "practical" tasks. Results suggest children, especially lower achievers, perform better on the more interactive, practical tasks. Results also suggest some gender differences. (SLD)

Examines issues and concerns regarding standards-based reform. Argues that, if middle level educators remember the needs and characteristics of young adolescents and the components of developmentally responsive programs, they can resist the temptation to concentrate on raising test scores, and instead have assessment programs that complement the…

For the most part, the performance of U.S. students on the main part of the Third International Mathematics and Science Study (TIMSS) failed to meet expected standards, and results of the TIMSS performance assessment do not give much cause for celebration either. (SLD)

Findings are presented of a gifted identification assessment at the second-grade level (n=600) founded on the principles of Gardner's Multiple Intelligences theory. Positive relations were evident among scores for different types of intelligences and the traditional measure. The Problem Solving Assessment procedure resulted in a more diverse…

Recognizes the importance of performance-based assessment in theater education because so many of the skills and concepts that are taught cannot be measured in a traditional paper and pencil test. Suggests the basic goal of performance-based assessment is to create an environment where students can show higher-order thinking skills. Gives a brief…

Reports on an ongoing evaluation of the Vermont portfolio assessment program. Indicates that the positive news about the instructional effects of the assessment program are in contrast with the empirical findings about the quality of the data the program has yielded. (SLD)

Defines alternate assessments, describes methods used to collect data, and describes domains in which data should be collected. The results of a focus group study in which teachers delineated ways in which data might be collected using each of the methods in each of the domains is reported. (Author/CR)