Compares the use of standardized tests and authentic assessment to measure student progress and achievement in art education. Reviews a variety of authentic assessment models and techniques. Concludes that authentic assessment is a powerful measure of student achievement and teaching effectiveness. (CFR)

This packet includes reprints of journal articles and other information concerning student, program, and staff assessment in small, rural schools. The five sections of the packet cover an introduction to authentic assessment, classroom and subject area assessment, descriptions of assessment programs, assessment of school boards and staff members,…

This digest focuses on going beyond multiple choice testing to the development of methods for assessing complex knowledge and performances. Newly designed assessment systems must accurately measure and promote the complex thinking and learning goals that are known to be critical to students' academic success and their eventual sustained…

Because not all approaches to evaluating the achievement of elementary school students evaluate the same facets of development, a variety of evaluation devices must be used to assess learners intellectually, socially, emotionally, and physically. The following approaches are discussed as ways of student evaluation: (1) work samples; (2)…

This text presents basic principles of applying curriculum-based assessment (CBA) to the evaluation of and instruction of students with disabilities. Throughout the book, the mnemonic APPLY is used as an organizing method for teachers to develop and use CBA. APPLY stands for: (1) analyze the curriculum, (2) prepare items to match curriculum…

This handbook is designed to assist teachers, administrators, counselors, and others involved in identifying, assessing, and placing limited English proficient (LEP) students in vocational education programs. The handbook consists of four sections. The first section offers a series of suggested approaches and procedures to use in identifying LEP…

For the Vocational Special Needs Coordinator (VSNC), educational administrator, and special education teacher, this manual suggests procedures and materials useful in enabling educable and trainable mentally handicapped (EMH and TMH) students to gain and retain employment. Designed primarily for the VSNC who heads the team effort required in…

Six research papers that have been published by the staff of the Center for Statewide Educational Assessment at Educational Testing Service are presented. In "A Selection of Self Concept Measures," Joan Knapp explores questions of defining and measuring self concept. In another paper, she examines some problems of measuring attitudes toward…

This second volume of the Assessment, Evaluation, and Programming System (AEPS) Test and its associated curriculum, begins with an overview of the test and a discussion on the purpose and value of the assessment and evaluation of young children. Chapter 3 describes the target population for the AEPS Test and the use of the test with children with…

Two focus groups of test and measurement experts were held to explore the use of out-of-level testing for students with disabilities. The participants (n=17) included state and federal level assessment personnel, test company employees, and university professors. A content analysis of the narrative results indicated that there was no clear…

As everyone enters the 21st Century there is a great deal of discussion in business and education circles alike about the type of skills the youth will need to survive and thrive in this century. At the same time, there is little known today about the level of 21st Century skills students currently have. In part this is because, as a nation,…

Significant relationships were found between how teachers teach and how much children learn in reading and mathematics. The study's purpose was to relate classroom observations of experienced elementary school teachers' interactions with their students to changes in the pupils' performance on various measures of reading and mathematical…

A technology for domain or criterion referenced testing was developed to evaluate the Minnesota Mathematics and Science Teaching Project (MINNEMAST) in grades K-6. The venture was influenced by the low achievement of MINNEMAST students on standardized tests. After instructional objectives were selected and operationally defined, corresponding test…

Assessment of student progress in community colleges is necessary for several reasons; among them are accountability to the public, improvement of decision-making for both students and educators, and planning and evaluation of curricula. This sourcebook focuses on various types of student progress--vocational, social, academic, transfer--and on…

The National Accessible Reading Assessment Projects (NARAP) is a collaboration of two projects funded by the U.S. Department of Education to conduct research and development on accessible reading assessments for students with disabilities that affect reading. The goal of these projects is to produce research findings and assessment techniques that…