Describes the use of portfolio cards in K-12 physical education (PE), presenting four principles to help PE teachers integrate authentic assessment and outcome items (clarity of focus, expanded opportunity, high expectations, and designing down). (SM)

Studied reasoning dimensions underlying science achievement in a test made of items from three national and international examinations and items from only one of the tests (National Education Longitudinal Study of 1988; NELS:88) and in performance test results for 35 students from the larger study. Findings provide tentative support for three…

Explores the origins of clinical competence assessment in nursing education and reviews two British research projects. Finds little evidence of systematic approaches to competence assessment and no evidence of instrument reliability and validity. Expresses concern that it poses a barrier to the education of nurses. (SK)

Provides advice on designing scoring rubrics, rating scales as opposed to checklists, for use with performance assessments. Discusses holistic and analytic rubrics, and lists the steps in rubric development. (SLD)

Illustrates and evaluates the reliability and accuracy of an efficient performance-based behavioral recording procedure to record both appropriate and problem behaviors with persons with developmental disabilities. The results demonstrate that performance-based behavioral recording procedures are precise and efficient methods of recording…

Introduces the articles of this theme issue focusing on the involvement of key stakeholder groups in the validation of large-scale high-stakes assessments. Each makes a unique but complementary contribution to the understanding of the demands of a comprehensive validation effort. (SLD)

Compares three competence assessment strategies that differ in the forms and amounts of evidence required and process of obtaining it: (1) performance samples; (2) workplace observations; and (3) evidence of prior achievements. Concludes that performance evidence may need to be supplemented with prior observations or achievement records and that…

In Australia, different methods of assessing attainment of workplace competencies and national standards are underway. A major concern is how to report information to potential employers in sufficient detail to assist hiring decisions. Reporting methods must recognize that results are used for different purposes; a balance should be struck between…

Education's "new paradigm" emphasizes the meaning behind learning. It necessitates authentic assessment--examining students' basic skills, control of information, higher level understanding, personal characteristics, and habits of mind. (SK)

Authentic assessment methods such as performance-based assessment can benefit students from low income or diverse linguistic backgrounds if teachers understand how to build on students' cultural and linguistic resources, recognize influences of their own culture, and address equity issues such as costs and gatekeeping effects. (SK)

This article outlines differences between traditional assessment and authentic assessment procedures, discusses problems with each type of assessment in relation to special learners, and offers certain cautions that must be observed when implementing authentic assessment. (JDD)

Interviews with 10 technology teacher educators and 9 experts on problem solving suggested the following instructional techniques: (1) modeling and practice with feedback in realistic situations; (2) varied techniques; (3) outcome measures to assess program effectiveness; and (4) teacher training involving field experiences and performance-based…

Performance-based assessment, the umbrella term for various measures to test higher order thinking skills beyond the reach of multiple-choice tests, is the front runner in the race to provide testing alternatives. Problems concerning training, reliability, and cost remain unresolved. A sidebar summarizes testing developments in Arizona,…

Three dimensions of designing functional performance assessment in occupational therapy are (1) the purpose of assessment (diagnosis of problem and measurement of outcomes); (2) variance in population (diagnostic classification and treatment settings); and (3) measurement methods. (SK)

Recommends a comprehensive national, regional/state, and local student-assessment plan based on a 60/30/10 division. About 60% would be directed toward a common set of national goals and objectives, 30% toward regional-state goals, and 10% toward local goals. This plan would combine normative objective-based testing with performance-based testing…