ERIC Number: ED414315
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Performance-Based Student Assessment: Challenges and Possibilities. Ninety-Fifth Yearbook of the National Society for the Study of Education, Part I.
Baron, Joan Boykoff, Ed.; Wolf, Dennie Palmer, Ed.
Yearbook of the National Society for the Study of Education
These discussions of performance-based student assessment provide a record of a decade-long exploration of unsettled issues in assessment. The first section provides the elements of a basic rationale for performance-based assessment, while the second section contains accounts of efforts to develop new performance-based systems in one city and four states. The volume closes with discussions of the place of performance-based assessment at the national level. The following essays are included: (1) "Access to Excellence through New Forms of Student Assessment" (Dennie Palmer Wolf and Sean F. Reardon); (2) "Can Performance-Based Assessments Contribute to the Achievement of Educational Equity" (Edmund W. Gordon and Carol Bonilla-Bowman); (3) "Authentic Assessment and School Development" (Linda Darling-Hammond and Jacqueline Ancess); (4) "Can Performance-Based Student Assessments Be Psychometrically Sound?" (Robert L. Linn and Eva L. Baker); (5) "Coherence, Assessment, and Challenging Content" (Marshall S. Smith and Jessica Levin); (6) "Coherence, Comprehensiveness, and Capacity in Assessment Systems: The Pittsburgh Experience" (Paul G. LeMahieu and JoAnne T. Eresh); (7) "Rewriting the Tests: Lessons from the California State Assessment System" (Bill Honig and Francie Alexander in collaboration with Dennie Palmer Wolf); (8) "Developing Performance-Based Student Assessments: The Connecticut Experience" (Joan Boykoff Baron); (9) "Statewide Portfolio Assessment: The Vermont Experience" (Richard P. Mills); (10) "Assessment and Accountability in Kentucky's School Reform" (Brian Gong and Edward F. Reidy); (11) "A Vision for the Role of New Assessments in Standards-Based Reform" (Roy Romer and Joy Fitzgerald); (12) "Standards and Portfolio Assessment" (Philip Daro); (13) "The Evolution of College Entrance Examinations" (Donald M. Stewart and Michael Johanek); and (14) "The Evolution of the National Assessment of Educational Progress: Coherence with Best Practice" (Edward H. Haertel and Ina V. S. Mullins). Individual chapters contain references and notes. (SLD)
Descriptors: Academic Achievement, Accountability, College Entrance Examinations, Elementary Secondary Education, Equal Education, National Surveys, Performance Based Assessment, Standards, State Programs, Student Evaluation, Test Construction, Test Use, Testing Programs, Urban Schools
The University of Chicago Press, 5801 South Ellis Avenue, Chicago, IL 60637 ($31).
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: National Society for the Study of Education, Chicago, IL.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress