Teachers' judgments of the aptitudes of hypothetical students and decisions about classroom organization and management were examined using a policy-capturing approach. Teachers' decision policies could not be represented by a single set of common regression weights. Rather, for each judgment, teachers' decision policies were essentially…

Examined the change process experienced by 14 third-grade teachers participating in the University of Colorado Assessment Project, which helped teachers design and implement classroom-based performance assessments compatible with their mathematics and literacy instructional goals. Teachers made several significant changes in their ideas about…

Describes efforts to help teachers learn to use new math and reading assessments in their classrooms, highlighting characteristics of professional development that successfully foster change in teachers' ideas and practice. After describing a multi-year staff development/research project on assessment, the paper discusses factors that support and…