Presents an English teacher's irreverent look at grades and grading. Argues that learning must somehow be linked to a product, which must be measured or graded to gauge the worth of the product according to the merit it deserves. (RS)

Describes one teacher's implementation of portfolio assessment in high school chemistry classrooms in an effort to hold students accountable for more than mere factual recall and to involve students proactively in the assessment process. Discusses the setting, the portfolio, evaluation, and outcomes. (JRH)

Asserts that the current assessment reform movement in statistics encourages instructors to think more broadly about cognitive measures that assess student learning and to incorporate authentic assessment, performance assessment, and portfolio assessment. Discusses areas to consider for assessment, problems with typical assessments, and…

Discusses some of the problems of current grading practices and offers suggestions for change, including a few suggestions for dealing with the grading dilemma in literature-based reading programs. (MG)

Discusses weaknesses in using single-value indicators to describe students' abilities in mathematics and offers alternatives, such as portfolios, self-reports, and other qualitative methods. (MKR)

Describes the different types of scoring rubrics, explains why scoring rubrics are useful, and presents a process for developing scoring rubrics. Concludes with a description of resources that contain examples of the types of scoring rubrics and additional guidance for the scoring rubric development process. (SLD)

Contends that Multiple Subjects Assessment for Teachers is not aligned with essential elementary-level teaching functions, thus preventing many otherwise qualified persons from teaching. Describes some individual test-taking experiences in California. Recommends changes in prospective elementary teacher assessment practices. (PKP)

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

Over the last decade alternative assessment strategies have become an important part of the debate regarding the reform and restructuring of American education. The purpose of assessment should be to improve student learning, which means it should be integral to the teaching and learning process. For this to occur, a seamlessness needs to exist…

This booklet helps parents understand an assessment option that can be made available to certain students who receive special education. This option is called an "alternate assessment based on modified academic achievement standards" (AA-MAS). Parents will learn how this option can work to improve their child's academic performance and ensure that…

Following the whirlwind standards movement of the 1980s, the beginning of the 1990s ushered in an overwhelming interest in and use of testing to document students' progress. In 1991, the Association for Childhood Education International (ACEI) issued its second position paper calling for a moratorium on standardized testing in the early years of…

In this article, Structural communication grid (SCG), an alternative measurement and evaluation technique, has been firstly summarised and the design, development and implementation of a computer based SCG system have been introduced. The system is then tested on a sample of 154 participants consisting of candidate students, science teachers and…

This study examined the academic and affective profiles of gifted students who were classified under five prototypes, including low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and…

The project described created a stimulating and professionally relevant way for preservice teacher education to build student teachers' skills in critical reflection, collaboration and communication. Using a constructivist approach throughout, the project's key objectives were: to help students overcome resistance to using technology; to bridge…

While formal, standardized assessment instruments provide valuable and necessary information about students' various abilities and skills, the use of informal and qualitative assessment approaches has the benefit of leading directly to instruction based squarely on an individual student's needs, strengths, and existing skills. This article…