Discusses the integration of assessment into instruction using a four-step framework: planning the activity, gathering evidence, interpreting evidence, and using evidence. (MKR)

Argues for a more complex view of literate activity guiding curricular and assessment practices. Suggests beginning by counting as basic both a critical literacy and a social imagination--the ability to imagine what it is like to be someone else. (RS)

Presents a fictionalized story based on a case study research project involving a teacher who believes strongly in reform but whose efforts are largely thwarted by her grading system, which focuses on traditional activities. (MKR)

Presents a history of the question of whether or not to include coursework, versus only traditional exams, as part of the assessment for the British General Certificate of Secondary Education (GCSE) and discusses arguments for and against the inclusion of coursework. (MKR)

Discusses the current state of alternative assessment programs, focusing on results of studies the authors conducted in two school districts. Shares implications for policy and for curriculum and instruction. (MG)

The validity and reliability of methods for assessing nonformal learning are influenced by the type of knowledge being measured, which in turn influences assessment criteria. Satisfactory methods must consider the specific character of nonformal learning. (SK)

Discusses several recent publications describing assessment methods available to institutions of higher education as they assess the outcomes of their general education programs. Briefly explains how each publication contributes to institutions' understanding of the range of possible assessment strategies. (EV)

Discusses assessment as an element in the teaching and learning process of adult learners. Topics include the instructor's role; the importance of assessment to the educational process; student-centered assessment philosophy and learner-centered teaching; alternative assessments to encourage authentic learning; grading rubrics; and journal…

Incorporates recent conceptualizations of the reading process and implements an alternative assessment with hearing-impaired students. Presents the authors' work as educational evaluators in examining the use of techniques with Deaf students and reports the adaptations required for this population. Concludes that educators of the Deaf can benefit…

The author believes that some statements about education are as silly as waving to Ray Charles or another person who is blind. In particular, some of the statements about closing the achievement gap between students with disabilities and those without disabilities are extremely so. Educators need to demand that statements about education make…

The current study extended previous research on curriculum-based measurement in mathematics (M-CBM) assessments. The purpose was to examine the generalizability and dependability of multiple-skill M-CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies…

Neil Southwell states that he was, himself, a persistent truant from school. He returned to education as a mature student via an access course and he now lectures in education studies at the University of Northampton. He is currently researching into truancy, its causes and its management and brings to his work an unusual but highly illuminating…

This article integrates research on minority influence and information sampling in groups. The traditional information-sampling paradigm implies that the discussion bias for common over unique information affects all types of groups universally. We proposed an alternative in which information sampling depends on the composition of opinions. We…

Seven approaches to averaging reliability coefficients are presented. Each approach starts with a unique definition of the concept of "average," and no approach is more correct than the others. Six of the approaches are applicable to internal consistency coefficients. The seventh approach is specific to alternate-forms coefficients. Although the…

Alternate assessments are intended for use with students who are unable to participate in general state and district assessment systems even with accommodations, and have been described as the "ultimate accommodation" for promoting the inclusion of students with significant disabilities in accountability systems. This article examines four…