Details how exhibitions of mastery can be implemented in English classrooms. Discusses what exhibitions of mastery are, implementation of exhibitions, creation of new knowledge, and assessment. (RS)

Introduces a testing method for general and organic chemistry in which students receive prepared randomized cards with a portion of a question on them to complete and then use them to answer specific test questions. Discusses the effects of this technique on each individual student's learning process. (KHR)

Investigates the interconnections within students' store of conceptual knowledge using a set of term-association tasks (ConMap tasks). Gathers students' spontaneous responses to a term or problem or topic area with a sequence of associated terms, the response terms and time-of-entry data. (Contains 24 references.) (Author/YDS)

Demonstrates how an investigation of measurement and representative numbers can engage all levels of student ability. Asks students to learn about representative numbers in order to answer a question they find intriguing. (YDS)

Points out the enthusiasm of students towards the complex chemical survival mechanism of some plants during the early stages of life. Uses allelopathic research to introduce students to conducting experimental research. Includes sample procedures, a timetable, and a sample grading sheet. (YDS)

Discusses the development of a reading progress chart to display students' chronological age versus reading age over a period of time. Investigates the validity of this methods of recording individual students' progress. Finds evidence for the usefulness of the chart as a pictorial record of students' progress. (RS)

Specific techniques for evaluating student skills are described, including oral and written testing of the concept of quantity and creating a context in which students can show their competencies. (MSE)

Discusses a variety of assessment practices used in primary classrooms to meet the need of a diverse student population, including concepts about print, running records, anecdotal notes, writing vocabulary and word dictation, self-assessment/goal-setting interviews, nonfiction journals, and scoring rubrics. (SR)

Shows how technology assessment (or social assessment of technological choices) can be applied in practice. This article is for people who are interested in possible effects of new technologies. (28 references) (MKR)

Authentic assessment encompasses methods of evaluating what students know and can do, acknowledging that children learn best when they are actively involved and receive feedback. Criteria for judging authentic assessments include determining their consequences and noting whether they are cost-effective, meaningful, fair, and generalizable, with…

Presents an inventory intended to make junior high through college students think about what they do while reading and help them become aware of metacognitive strategies. Suggests that the inventory may provide teachers with at least some basic ideas of what their students know with respect to achieving higher levels of comprehension. (RS)

Provides an overview of the approaches being attempted by reading educators to revise reading assessment based on what it can be, rather than what it is. (MG)

Ten examples of quick and easy classroom assessment techniques, carried out by higher education faculty in 10 different disciplines, are described. The techniques, designed to inform and inspire faculty to adjust classroom instruction, focus on four dimensions of learning: declarative, procedural, conditional, and reflective. (MSE)

Presents a literary review which reflects the importance of including representational drawing in a reading program, followed by a representational drawing evaluation procedure which can readily be used in accordance with existing other reading assessment procedures. (MG)

Provides a rationale for why literacy assessment is in need of improvement. Presents guidelines for improving literacy assessment. Describes a model for implementing changes in literacy assessment. (MG)