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ERIC Number: ED349816
Record Type: Non-Journal
Publication Date: 1992-Aug
Pages: 63
Abstractor: N/A
Reference Count: N/A
SEA Usage of Alternative Assessment: The Connecticut Experience.
Baron, Joan Boykoff
This paper focuses on the use of alternative assessments at the state level with a focus on the Connecticut experience. Judging from the size of audiences attending sessions on alternative assessments at national conferences and the numbers of articles appearing on performance assessment in recent educational journals, it is obvious that there is a growing interest in the subject among state departments of education and local school districts. The first part of the paper describes the Connecticut Assessment of Educational Progress (CAEP) program, which, between 1980-1987, used performance assessments to assess what students know and can do in art, music, business and office education, English language arts, science, foreign language, drafting, graphic arts, and small engines. Sample exercises and their scoring rubrics are presented and described. The second part describes the Connecticut Mastery Testing program, and the third describes the Connecticut Core of Learning Assessment Program in math and science. The fourth part of the paper summarizes and sets forth some of the prerequisites for the effective use of performance-based assessments to determine what students know and can do. The final section acknowledges some of the paradoxes inherent in using performance-based assessments with students of limited English proficiency. Two responses to the paper, one by Mary Jean Habermann, the other by Richard A. Figueroa, are appended. (VWL)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Connecticut Mastery Testing Program