This document contains 15 chapters on various topics related to elementary science assessment. A comprehensive description of efforts to introduce alternatives to multiple-choice, paper and pencil tests to assess science learning is provided. The monograph includes an analysis of assessment issues, descriptions of current practice, and suggestions for new assessment methods. Part One, "Lessons from the Assessment of Reading and Writing," discusses literacy and testing, and contains papers by Brenda Engel and Patricia Stock. Part Two, "Assessment Theory," discusses thinking skills of students, and the validity of science assessments; articles are written by Audrey Champagne, Jerome Pine, and Frank Davis. In Part Three, "Large Scale Assessments," state assessments and the United Kingdom's Assessment of Performance Unit (APU) are discussed in studies by Joan Baron and Patricia Murphy. Part Four, with articles by Maryellen Harmon and Jan Mokros, and by Rosalind Driver, "Assessment in Science Education Research and Development," assesses the NSF elementary science curricula and the progress of children's understanding in science. Part Five, "New Approaches to Science Assessment," includes young children's discussion of science topics and a source of data for assessment in elementary school science based on children's investigations; contributions are by Edward Chittenden and Hubert Dyasi. (KR)