E-portfolios are a rich, flexible tool for teaching, learning, and assessment. They provide institutions with a way to assess how well they are educating their students. However, it is important for institutions to know why e-portfolios are important learning and assessment tool for institutions both now and for the future. Higher education…

The advantages and disadvantages of state mandated and locally developed curricula are discussed. State mandates emphasize a measurement philosophy of education in which testing is the name of the game to determine how well students are achieving. One of the advantages of a state mandated curriculum is that the curriculum is aligned with the…

This paper describes the intentions of educators and policymakers who implemented a new assessment strategy in Kentucky in 1991, along with its associated shortcomings and one notable success. The principle behind the assessment system was that rather than having an on-demand assessment that would inefficiently replicate the information that was…

The two articles in this special section, combined with two previous articles, discuss the use of portfolios in large-scale assessment. Ten years ago, there was great interest in portfolio assessment in state testing programs, but no large-scale program relies on portfolios at the present time. These articles continue to consider their uses. (SLD)

In 1998, the Kentucky legislature made adjustments to the assessment and accountability system established by the Kentucky Education Reform Act of 1990 to create a new system, the Commonwealth Accountability and Testing System (CATS). The Kentucky Core Content Tests (KCCT) are a component of CATS. KCCT assessments are given in grades 4, 5, 7, 8,…

This article describes the development of Kentucky's alternative assessment for students with disabilities, including the content and scoring standards for the Alternate Portfolio. Specific examples of entries at each grade are given. Initial implementation data are presented, and critical issues in the development of alternate statewide…

This report explains how students with significant disabilities who submit portfolios for the Massachusetts Comprehensive Assessment System (MCAS) Alternate Assessments are evaluated to meet state requirements for a "competency determination" needed to receive a regular high school diploma. The reasoning behind the Massachusetts approach and the…

This booklet is designed to help parents and community members answer questions about assessment in the context of the Vermont Framework of Standards, the Equal Education Opportunity Act of 1997, and other statewide initiatives. Assessment is changing in Vermont in response to new legislative mandates that call for standards-based assessment…

This report discusses the 1997 amendments to the Individuals with Disabilities Education Act that require states to develop alternate assessments for students with disabilities who cannot participate in large-scale assessment programs. The report also profiles five state alternate assessment practices that have been developed or are emerging and…

Asserts that assessment has become a leading national educational issue. Presents a chronology of events in California related to student assessment reform. Identifies the California Learning Assessment System (CLAS) three key elements: (1) individual student scores; (2) performance testing; and (3) curriculum improvement. (CFR)

This paper highlights eight states that have implemented alternate assessments for children with disabilities who cannot participate in their state and district-wide assessment programs. The alternate assessment systems in Delaware, Florida, Georgia, Indiana, Minnesota, North Dakota, Utah, and West Virginia are briefly described, along with their…

This final report describes activities and accomplishments of the Kansas Services for Students with Dual Sensory Impairments Project, a project focusing on: (1) provision of services to infants, toddlers, children, and youth with deaf-blindness; and (2) technical assistance to public and private agencies, institutions, and organizations serving…

Describes the evolution of the Vermont state-mandated system of prospective teacher evaluation by portfolio and examines the Middlebury College (Vermont) portfolio design and its effect on restructuring of teacher preparation programs, the student teacher practicum, and professional relationships with cooperating teachers. (SM)

Asserts that new student assessment methods incorporate more direct assessment of student knowledge and performance. Describes changes in student assessment in California as a result of state and federal reform efforts. Discusses classroom implications and the role of teachers using the new assessment techniques. (CFR)

Describes the first administration of the California Learning Assessment System (CLAS) to fifth-grade students. Discusses the history of CLAS, types of questions employed, content coverage, methods of scoring, and reporting on tests results. Presents sample questions, student responses, and commentary on student performance. (CFR)