Argues that, if teachers do not ask students to assess their own work, they are likely to turn out not knowing how to consider and evaluate their own performances in school and in life. Discusses requesting self-assessment from students; framing and understanding self-assessment; how to ask for, and respond to, student self-assessment; and…

Discusses the ways that videotape technology can be used to help evaluate and advise preservice teaching activities of student teachers. Describes a method by which teachers videotape their own class session for the purpose of self-evaluation. Argues for the benefits of such a method. (HB)

Offers a worksheet for evaluating the readability of content area textbooks. (RL)

Outlines critical weaknesses of many assessment procedures. Argues that, to be meaningful, the act of assessment must in some way enhance the learning process. Discusses establishing purpose for assessment and selecting criteria. Outlines alternative assessment techniques. (SR)

Offers suggestions for informal formative assessment for the mathematics classroom. Describes classroom activities that allow teachers to assess students' mathematical content knowledge, mathematical processes, and mathematical dispositions. Argues that formative assessment is part of good teaching, making instruction more targeted and more…

Develops an explanation and a defense of portfolio assessment as a feasible means of assessment in writing classes. Describes some ways of using portfolios and outlines advantages to the portfolio system of grading. (HB)

Examines the idea of students presenting evidence of having done real scientific work in high school. Discusses the status of science education in the broader educational context. Discusses historical background, moving science assessment into the mainstream, science and the New Standards project, and encouraging signs for science education. (RS)

Discusses the paucity of useful evaluation measures that administrators making decisions about selective college admissions have to work with. Argues that the implementation of national testing would allow for more formative assessment of college applicants and would encourage increased classroom instruction with a formative focus at the secondary…

Uses a description of large-scale collaborative portfolio assessment in the secondary school system in England as a means of seeing the American system and the recent reform efforts in comparative perspective. (RS)

Describes a group of teachers working together to consider Action Research projects in their own classrooms in the area of assessment. Describes ways teachers can use a range of assessments (rubrics, performance assessments, checklists, and other feedback and assessments), analyzed in a variety of ways, to examine the effectiveness of their…

The author suggests 15 ways in which teachers may improve student attitudes toward writing and teacher attitudes toward the evaluation of student writing. (KC)

Notes that the curriculum standards under development by the National Council for the Social Studies incorporate authentic learning assessment tasks and suggest ways that civic participation experiences can be included and the subsequent learning assessed. Discusses instruction and assessment opportunities involving citizenship education. (RS)

Discusses a series of year-long writing activities using portfolios in eighth-grade science class. Notes that students received feedback about their performance from multiple sources. Suggests that students found this formative focus productive and valuable, and took a more active role in mastering the course content than if the course had been…

Argues (guided by "The Challenge of Change: Assessment in the 21st Century") that in the decades ahead, assessment will play an unprecedented role as the vehicle that will influence and guide scheduling, curriculum, and instruction. (SR)