Describes the planning involved in implementing child-led parent/school conferences to review student portfolios in one second-grade classroom. Notes that the second graders conducted parent conferences very effectively, there was almost 100% attendance at the portfolio night, and no parent asked for a private conference with the teacher. Includes…

Designed to improve equity, MMAP (the Middle School Math Through Applications Project) draws traditionally underserved students, such as minorities and girls, into higher mathematics. The plan features an assessment strategy based on what students are learning, definitions of quality work, student accountability, and encouragement of further…

Suggests that the doctoral dissertation in its present form does not serve as a training exercise nor as a contribution to knowledge. Proposes a range of alternatives to the traditional dissertation in the field of education, with specific attention to replacing the dissertation with a series of papers ready to be submitted to professional…

The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments. (SLD)

Describes several instructional activities that allow students to express their own cultural heritage through the development of World Wide Web pages and video dramatizations of important historical events and people. These activities raise the possibility of innovative performance assessments suited to new forms of achievement. (SLD)

Seeks to determine whether children's singing games are valid and reliable for use in authentic assessment of vocal pitch accuracy; reveals this to be true. Concludes that these games can be used in authentic classroom vocal pitch assessments and should be used as part of a larger, multiply-contexted assessment scheme. (DSK)

Explores the relationship between measurement theory and practice, considering five broad categories of: (1) models, assumptions, and terminology; (2) reliability; (3) validity; (4) scaling; and (5) setting performance standards. It must be recognized that measurement is not an end in itself. (SLD)

Most states have expanded their statewide testing programs to include alternative educational assessments, and two (Kentucky and Maine) have completely abandoned the multiple-choice format. However, over half of states designing alternative assessments are encountering major difficulties related to the high cost of performance-based assessments,…

Focuses on fairness in assessing oral language prerequisites for literacy and providing equity of access to appropriate interventions. Discusses assets and limitations of norm- and criterion-referenced testing, behavioral ratings, portfolio assessments, and self-evaluation. Emphasizes multidimensional, multi-perspective assessments, and selected…

The current state of superintendent evaluation is described as reflected in the research literature, drawing especially on five surveys of school districts, and an effort is made to identify the most important issues in improving evaluation. Specific attention is given to the methods suitable for superintendent evaluation. (SLD)

Techniques for establishing the reliability and validity of student writing assessment are presented. Raters scored collections of elementary students' narrative writing with holistic scores from two rubrics (one established and one new, performance-based rubric). The new rubric proved reliable and valid, though correlational patterns were not…

Describes the need and prospects for alternative assessment approaches in online learning environments in higher education. Explains the difference between assessment and evaluation and discusses three approaches to integrating alternative assessment approaches into online learning environments: cognitive assessment, performance assessment, and…

Some of the six themes about high stakes testing, based on English, Welsh, and American research, include: not all stakes are perceived as equally high; pressure to respond to tests comes from more than formal stakes; external pressure is useful for changing content taught; and external pressure is less effective in changing instructional strategy…

Reports on needs identified by three teachers during an investigation into their first experiences of implementing technology in primary classrooms. Presents two models for conceptualizing and planning units of work in technology. The models form frameworks that may help structure thinking for authentic classroom planning and sequencing of lessons…

Describes experiences of three second graders taking standardized achievement tests. Maintains that many children lose learning time and confidence over test results that are not adequately explained to parents. Argues that samples of children's work over time better document growth and that young children should be viewed in terms of widely held…