A discussion of where alternative assessment is going and what its value is suggests that it depends on the desired outcome. The article explains what alternative assessment means, how assessment and curriculum are value-laden, assessment as a perspective on curriculum, and assessment and curriculum as inquiry. (SM)

Discusses the use of assessment to guide instruction using individual interviews, good questioning techniques, observations, and student portfolios. (MKR)

Presents an alternative performance-based assessment of reading comprehension and readability called the "Opin" procedure, a macroclosure procedure in which sentence endings instead of single words are deleted. Notes that readers' responses are rated on a continuum from low to high proximity with the author's intentions. (RS)

Describes a project which examined how portfolios give students opportunities to (1) select items that show who they are, (2) set goals for their own growth, and (3) discover the significance of their decisions. Discusses the experiences of sixth graders, first graders, special education students, and the teachers. (PRA)

Asserts that portfolios (1) thrive in classroom writing communities; (2) offer an alternative to one-shot inservice programs; (3) encourage conversation and decision making; and (4) reflect the features of a writing program. Describes the preparation of portfolio inservice at Mississippi State University and the purposes of a professional…

Maintains that teacher-based assessment can be a powerful tool. Defines "informed" assessment, describes its features, and discusses conditions that must occur if teacher-based assessment is to reach its full potential. Discusses strategies that help teachers make day-to-day assessment more meaningful and credible. (SR)

Discusses two promising methods (expert systems and interactive computer assessment) of providing teachers with information on which to base their decisions when using comprehension to assess the literacy needs of students. (MG)

In contrast to "scientific" teacher evaluation methods, horizontal evaluation, and the critical approach to clinical supervision allow teachers to act autonomously in questioning and evaluating their teaching. These models are part of a growing democratic tradition of educative evaluation emphasizing active teacher involvement and a more…

Authentic assessment reflects the subject's content and process and the conditions for achievement, emphasizing whether students' progress is reasonable for their age and experience. Alternative assessments are having an effect on special education intervention, formative and summative evaluation, screening, referral, classification, and…

Examination of the role of psychometrics in the development of multiple-choice tests and performance-based assessments and consideration of validity and reliability issues leads to this conclusion: Choice of assessments for instruction or large-scale accountability depends on which is more appropriate for the particular purposes. Taxonomic…

Describes use of portfolios with middle school students, highlighting assessment purpose, structure, evidence, implementation, grading, validity, and cost considerations. Portfolios have the potential to revise schools' roles in preparing students for the future. Convincing parents and the public that portfolio completion is a demanding task will…

Two case studies describe the development of alternative assessment within urban North Carolina elementary schools, examining each assessment development process, identifying commonalities and differences, and relating real-world endeavors to the change process. The studies argue for placing alternative assessment on the school reform agenda,…

Discusses the purpose of alternative assessment in language arts classes in the middle school setting. Notes how alternative assessments encourage higher order thinking skills, provide an alternative to failure, encourage students to experiment, and keep teachers interested. Provides directions and scoring guides for examples of alternative…

To motivate and reward master teachers, an upstate New York elementary principal began asking such teachers to substitute a self-directed professional goal for the usual formal evaluation process. Three meetings were then scheduled with each teacher to review goals and monitor their progress in achieving them. The process resulted in improved…

Presents a miniresearch project from a college geometry class for preservice mathematics teachers involving Venn diagrams for five sets. (Author/MKR)