Examines six challenges that face teachers interested in developing alternative assessments of literacy: (1) clarifying goals; (2) clarifying audiences; (3) selecting and developing assessment techniques; (4) setting performance standards; (5) establishing methods of management; and (6) integrating assessment and instruction. (SR)

Discusses the need for good reading assessment that is authentic and trustworthy with clearly established procedures for gathering information. (MG)

Describes and evaluates the Test of Early Written Language (TEWL), an instrument resulting in percentile or standard scores that reflect children's writing development at ages three to seven. Warns that it fails to tap important concepts at the lower age ranges, and violates several principles of children's authentic writing experiences. (MM)

Identifies and analyzes seven threats to authentic evaluation, and predicts implications. Warns educators to beware of the term "standards"; norm-referencing; aggregation; credibility, comparability, and calibration; multiple measures; schemes that rule out varieties of excellence; and "untests." (SR)

Provides information useful to educators who are rethinking their current approach to assessment and identifies characteristics of each assessment that seem particularly noteworthy. Concludes by raising a number of questions that should be considered before deciding whether or not to use these new performance-based assessments. (MG)

Summarizes key findings from five studies investigating how features of test questions (question format, testing condition, and question type) affect reading comprehension assessment outcomes. Discusses implications for assessment design and instructional practice. (MM)

Discusses the advantages and disadvantages of using oral or silent reading rates to evaluate reading ability. Argues that although there are potential problems with measuring reading rates, it can be a useful way of documenting students' progress. (MM)

Describes the frustrations and successes of seeking student accountability through the assessment of comprehension in literature discussions. Presents journal entries and discussions from three teachers. (MG)

Reviews two recent professional publications concerning alternative assessment: "Portfolio Assessment in the Reading-Writing Classroom" and "Assessment and Evaluation in Whole Language Programs." (MG)

Examines the problems of using standardized tests to measure the development of early literacy. Notes that assessment is used to design instruction, and should reflect the skills and knowledge that are developing in young children. Provides examples of informal assessment contexts, such as interactive dialogues, observation, and performance…