The assessment that occurs each day in the science classroom is often overlooked amidst calls for accountability in education and renewed debates about external testing. Research points to the positive influence that improved, ongoing classroom assessment can have on learning. Documents that offer visions for science education such as the National Science Education Standards and materials associated with Project 2061 strongly echo that sentiment. This book provides essays on the theories behind the latest assessment techniques and theories. Chapters include: (1) "The Importance of Everyday Assessment" (Paul Black); (2) "Learning through Assessment: Assessment for Learning in the Science Classroom" (Anne Davies); (3) "Examining Students' Work" (Cary I. Sneider); (4) "Assessment of Inquiry" (Richard A. Duschl); (5) "Using Questioning to Assess and Foster Student Thinking" (Jim Minstrell and Emily van Zee); (6) "Involving Students in Assessment" (Janet E. Coffey); (7) "Reporting Progress to Parents and Others: Beyond Grades" (Mark Wilson and Kathleen Scalise); (8) "Working with Teachers in Assessment-Related Professional Development" (Mistilina Sato); (9) "Reconsidering Large-Scale Assessment to Heighten Its Relevance to Learning" (Lorrie A. Shepard); and (10) "Reflections on Assessment" (F. James Rutherford). (MVL)