Reflects on the discrepancies that exist between the standardized assessment of a fifth grade student and the author's own experiences with the student's language development. Shows how the student's performance in class refuted the results of a clinical evaluation. (MM)

Describes a study done by the Middle School Math through Applications project (MMAP) on informal assessment. Discusses some valuable techniques that MMAP teachers and researchers developed for organizing informal assessment so that it produces a coherent story of student progress, helps students make more progress with greater focus, and…

Presents annotations from the ERIC database of eight journal articles, books, and conference papers (published between 1991 and 1995) on the issue of informal and classroom assessment. Notes that the annotations offer a wide variety of ideas and suggestions to help teachers carry out informal assessment in their classrooms. (RS)

Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education.…

Based on questions asked by teachers in classes, workshops, and conference sessions, this paper provides brief answers to eight of the most frequently asked questions about portfolio assessment. The questions answered in the paper are: (1) What is a portfolio?; (2) What should be put in the portfolio?; (3) How much should be put in the portfolio?;…

Alternative approaches to the assessment of language minority students are considered. A comprehensive assessment of the limited English proficient (LEP) student is said to cover the following components: cognitive development, learning proficiency or rate of learning techniques, social adaptation, language assessment (expression, reception,…

A rationale for the recognition of prior learning is first based on the fact that learning experientially may be as necessary as learning through theory. One basis for the rationale is that adults in everyday life may have to acquire skills that belong to three domains: psychomotor, cognitive, and affective. Furthermore, the rationale supports the…

A portfolio approach to classroom literacy assessment offers a different way to evaluate and document students' growth and progress in literacy. Portfolios place a high premium on using a variety of real literacy activities over a period of time which involves the interaction of teachers and students in the development and maintenance of the…

Discussed are the relative merits of two currently popular models of assessing children--the ability assessment and task analysis models. (CL)

The psychoeducational processes school diagnosticians use in decisions about students were studied. Bogus referral problem information for one of 16 "cases" was provided: assessment data indicated average performance. Fifty-two percent of the subjects recommended special education for the average child; these decisions were a function of referral…

Notes the disagreements that occur between business communication teachers, their peers, and their students about the evaluation and grading of student work. Initiates a larger study of this problem by asking readers to rank seven business letters written by college students. (RL)

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…

Offers an overview of the steps taken by Orange County Public Schools in Florida to move to a portfolio approach to literacy assessment. (MG)

In an examination of definition of oral proficiency, this study investigated the phenomenon of variation in questions posed by interviewers at key junctures in the interview process. It is argued that perceptions of oral proficiency are reflected in the extent of accommodation in interviewer questioning. (23 references) (Author/LB)

Describes several standardized tests designed for adult literacy assessment, as well as informal assessment procedures, and promising developments for the future. (SR)