Alternative Assessment Techniques in the Language Arts
Greetings. The following materials are intended to provide an introduction to Alternative Assessment Techniques in the Language Arts. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Practical Ideas for Alternative Assessment for ESL Students. ERIC Digest
ERIC/AE On-Line Library: Assessment - Alternative Assessment
Using Alternative Assessment with English Language Learners: References and Resources
Authentic Assessment Articles and Resources from teachervision.com
Alternative/Performance-Based Assessment Resources
Alternative Assessment and Second Language Study: What and Why? ERIC Digest
Possible Alternative Assessment Strategies
Portfolios for Assessment and Instruction. ERIC Digest.
Links on Alternative Assessment & Electronic Portfolios
ERIC Clearinghouse on Assessment and Evaluation
Online Discussion Groups/Listservs
Center on English Learning & Achievement Discussion Board
CIERA Forums: Online Discussion Boards
Citations from the ERIC Database
AN: EJ639348
AU: Delett,-Jennifer-S.; Barnhardt,-Sarah; Kevorkian,-Jennifer-A.
TI: A Framework for Portfolio Assessment in the Foreign Language Classroom.
PY: 2001
SO: Foreign-Language-Annals; v34 n6 p559-68 Nov-Dec 2001
DEM: *Evaluation-Methods; *Portfolio-Assessment; *Student-Evaluation
DER: Models-; Second-Language-Instruction; Second-Language-Learning
AB: Outlines a framework or portfolio assessment that offers foreign language teachers a model for systematically designing and implementing assessment portfolios and give them a tool to use for conducting further research. (Author/VWL)
AN: EJ635231
AU: Lynch,-Brian-K.
TI: Rethinking Assessment from a Critical Perspective.
PY: 2001
SO: Language-Testing; v18 n4 p351-72 Oct 2001
DEM: *Critical-Theory; *Ethics-; *Evaluation-Methods; *Language-Tests
DER: Alternative-Assessment; Second-Language-Learning; Testing-
AB: Examines language assessment from a critical perspective. Argues that alternative assessment, as distinct from testing, offers a partial response to the challenges presented by a critical perspective on language assessment. Critical language testing is discussed as an adequate response to the critical challenge. Suggests that important ethical questions will be articulated differently from a critical perspective. (Author/VWL)
AN: EJ629200
AU: Dudley,-Martha
TI: Portfolio Assessment: When Bad Things Happen to Good Ideas.
PY: 2001
SO: English-Journal; v90 n6 p19-20 Jul 2001
DEM: *Instructional-Effectiveness; *Portfolio-Assessment; *Student-Evaluation; *Writing-Evaluation; *Writing-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Writing-Attitudes
AB: Notes that portfolios are a valuable classroom practice and one with many applications to the world students will enter when they leave the classroom, but the use of portfolios to assess distorts the concept and weakens its effectiveness. Discourages the use of portfolios for assessment. Concludes that portfolios are not about assessment; they are about achievement, reflection, and celebration. (SG)
AN: ED456125
AU: DeMauro,-Tom; Helphrey,-Traci; Schram,-Greg; Spiekermann,-Carrie
TI: Comparing Students' Attitudes towards the Use of Traditional and Alternative Assessment Practices.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier and IRI/Skylight Field-Based Master's Program.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED456125
DEM: *Alternative-Assessment; *Elementary-School-Students; *Middle-School-Students; *Student-Attitudes; *Test-Use
DER: Action-Research; Middle-Schools; Primary-Education; Questionnaires-
AB: This paper describes a program designed to compare students' attitudes towards the use of traditional and alternative assessment practices. The targeted population consisted of a second and third grade general education class, a third grade physical education class, and an eighth grade applied technology class in three communities in northern Illinois. Each community is part of a suburban area where the family income ranges from low to upper levels. Evidence for the existence of a problem came from student surveys and teacher observations. Analysis of probable cause data shows that negative attitudes towards assessments have a direct effect on students' attitudes about learning. Students experience frustration due to the lack of choices they are given about being assessed; they experience anxiety because of the pressures to achieve, and they demonstrate low self-esteem as a result of low test scores. A review of solution strategies suggested by the professional literature, combined with an analysis of the problem settings, result in the opportunity for students to participate in both traditional and alternative assessments that will allow them to demonstrate their knowledge and understanding and reflect on their feelings towards the different assessments. Post intervention data indicate a discrepancy between the feelings of primary and middle school students towards the various assessments. Elementary school students tended to describe their feelings about traditional and alternative assessments using a similar vocabulary without a preference for either approach. In the middle grades, students preferred to engage in alternative assessments although they felt that traditional assessments were more reflective of their abilities. Seven appendixes contain cover letters, surveys, and consent forms used in the study and reflection sheets. (Contains 16 tables and 27 references.) (SLD)
AN: ED453691
AU: Craig,-Dorothy-Valcarcel
TI: Alternative, Dynamic Assessment for Second Language Learners.
PY: 2001
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453691
DEM: *Alternative-Assessment; *English-Second-Language; *Evaluation-Methods; *Student-Evaluation; *Test-Validity
DER: Literacy-; Second-Language-Instruction; Second-Language-Learning
AB: Assessment is an important factor in any educational setting. This paper explores current assessment practices in the English-as-a-Second-Language (ESL) setting. Because assessment is an essential component of the decisionmaking process in ESL, a case for a more dynamic process is presented. Assessment in the case of the ESL learner becomes a case of following the literacy growth of each student so that appropriate planning may take place. Assessment is a continuous process from entry to exit of the ESL program that monitors literacy development in addition to second language learning. In order to create a sociocultural, data-driven ESL classroom environment, assessment must honor the wholeness of language and focus first and foremost on the individual learner, using all the teacher's powers of observation and analysis. This is the only way to provide a comprehensive picture of unique individuals with unique needs. (Contains 26 references.) (KFT)
AN: ED453674
AU: Yoshida,-Yuichi
TI: Authentic Progress Assessment of Oral Language: Oral Portfolios.
PY: 2001
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453674
DEM: *English-Second-Language; *Oral-Language; *Portfolio-Assessment
DER: Class-Activities; Foreign-Countries; High-School-Students; High-Schools; Instructional-Materials; Second-Language-Instruction; Second-Language-Learning; Secondary-Education; Student-Evaluation; Teaching-Methods; Test-Format; Test-Validity
AB: Student testing in Japan is not effectively used. In many cases test results are used only for ranking and sorting students into whatever the designated purposes of the tests are. They are not focused on monitoring individual student progress. This is an especially inadequate approach for teaching oral communications courses. This paper proposes a different assessment tool which emphasizes monitoring individual student progress and achievement on a daily basis: the oral portfolio. Part one of this paper explains the present situation in oral language instruction and assessment in Japanese high schools. Part two defines authentic assessment as well as key factors and technical qualities. Part three focuses on key concepts in portfolios that are essential to authentic assessment, and how these processes could be implemented in Japanese high school classrooms. The final part demonstrates how authentic oral portfolio assessment can be incorporated into classroom instruction and provides sample activities. Oral portfolios also help learners become more self-directed and self-starting by encouraging them to take more responsibility for their own learning. Appended are three forms appropriate for handouts: an analytic scoring rubric for formal speaking; formal speaking peer-assessment sheet; and sheet for Self-Assessment of Process. (Contains 14 references.) (KFT)
AN: ED450415
AU: Pollari,-Pirjo
TI: "This Is My Portfolio": Portfolios in Upper Secondary School English Studies.
CS: Jyvaskyla Univ. (Finland). Inst. for Educational Research.
PY: 2000
AV: Institute for Educational Research, Customer Services, University of Jyvaskyla, PO Box 35, FIN-40351 Jyvaskyla, Finland. Tel: +358 14 260 3220; Fax: +358 14 260 3241; Web site: http://www.jyu.fi.ktl/.
NT: Book is based on a Licentiate Thesis by Pirjo Pollari, Department of English, University of Jyvaskyla, 1998.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450415
DEM: *Cultural-Context; *English-Second-Language; *Portfolio-Assessment; *Student-Empowerment
DER: Action-Research; Case-Studies; Foreign-Countries; High-Schools; Instructional-Innovation; Program-Development; Qualitative-Research
AB: This qualitative case study describes a portfolio program in the teaching of English as a foreign language in two Finnish upper secondary schools. Approximately 100 students participated in the portfolio program, whose topic area was culture. First, the purpose of this action research was to try out and develop portfolios in foreign language teaching as a pedagogical innovation. Second, the aim was to foster students' empowerment, i.e., their active and responsible role in learning. The primary research questions were twofold: How did the portfolio program proceed and progress? and Did the portfolio program foster student empowerment? Different portfolio profiles and portraits emerged from the data collected. Findings suggest that a great majority of the students both liked the portfolio approach and took charge of their learning. Thus, the portfolios seemed to offer a vehicle for student empowerment. Some students, however, disliked the portfolio course, finding the topic area uninspiring and the student-centered and self-directed approach inefficient, difficult, or unsuitable for them. (Contains 6 figures, 2 tables, an approximately 250-item bibliography, and several appendixes.) (Author/NKA)
AN: ED446129
AU: Gomez,-Emily-L.
TI: Creating Large-Scale Assessment Portfolios That Include English Language Learners. Perspectives on Policy and Practice.
CS: Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED446129
DEM: *Limited-English-Speaking; *Portfolio-Assessment
DER: Elementary-Secondary-Education; Second-Language-Learning; State-Programs; Testing-Problems; Testing-Programs
AB: This document focuses on assessment portfolios and examines the advantages and challenges of using an assessment portfolio system inclusive of English language learners as a district-wide assessment tool. Advantages of including English language learners in the assessment program include increased school accountability for all students, a shared vision of student goals and standards, and an authentic picture of student learning. Assessment portfolios that include English language learners really can reflect assessment reforms. Among the drawbacks to the use of portfolio assessments that include English language learners is the fact that reliability is lower than for more traditional assessments, making comparisons more difficult. It is difficult to ensure standardized testing conditions, and the cost of administering portfolio assessments is higher than that of many other forms of assessment. Portfolios also pose a scoring dilemma because of staff development and training requirements and the item required to score portfolios correctly. Developing and implementing a large-scale assessment portfolio that includes English language learners requires extensive planning and discussion and requires considerable resources. Some steps to developing and implementing such a program are outlined. (Contains 16 references.) (SLD)
AN: EJ602970
AU: Frisby,-Craig-L.
TI: Straight Talk about Cognitive Assessment and Diversity.
PY: 1999
SO: School-Psychology-Quarterly; v14 n3 p195-207 Fall 1999
DEM: *Alternative-Assessment; *Cognitive-Ability
DER: Diversity-Student; Educational-Change; Elementary-Secondary-Education; Evaluation-; Non-English-Speaking; School-Counseling; School-Psychology; Testing-
AB: Discusses three reasons explaining heightened interest in alternative assessment in the context of diversity issues in school psychology: inadequacy of traditional test use with language populations for whom tests were not designed; the hope that alternative assessment will eliminate, reduce, or camouflage average score differences between American-born English-speaking groups; and the hope that widespread use of alternative assessment will lead to reform in education, particularly in school psychology. (Author/MKA)
AN: EJ599397
AU: Bruton,-Anthony; Brown,-James-Dean; Hudson,-Thom
TI: Comments on James D. Brown and Thom Hudson's "The Alternatives in Language Assessment."
PY: 1999
SO: TESOL-Quarterly; v33 n4 p729-35 Win 1999
DEM: *English-Second-Language; *Evaluation-Methods; *Language-Tests
DER: Second-Language-Instruction; Second-Language-Learning; Testing-
AB: Anthony Bruton comments on Brown and Hudson's article "The Alternatives in Language Assessment," (v32 n4 Win 1998). Raises questions about some of their definitions and categories and suggests additional items that need to be considered by test takers. Brown and Hudson reply with clarifications of terms and definition of the scope of their paper. (Author/VWL)
AN: EJ598827
AU: Spigelman,-Candace
TI: Trying for Democracy: Group Decision-Making in the Portfolio Classroom.
PY: 1999
SO: Composition-Studies-Freshman-English-News; v27 n2 p23-37 Fall 1999
DEM: *Decision-Making; *Group-Discussion; *Group-Dynamics; *Portfolio-Assessment; *Remedial-Programs; *Writing-Instruction
DER: Cooperative-Learning; Democratic-Values; Higher-Education
AB: Looks at the notion of the democratic public sphere as a useful construct for collaborative practices in portfolio classrooms. Describes the author's efforts to foster democratic participation by situating portfolio talk and assessment within the public space of one developmental writing classroom. Describes conflicts unseen until the end of the course and poses some suggestions for their potential resolution. (SC)
AN: EJ596930
AU: Ruskin-Mayher,-Sue
TI: Whose Portfolio Is It Anyway? Dilemmas of Professional Portfolio Building.
PY: 1999
SO: English-Education; v32 n1 p6-15 Oct 1999
DEM: *Curriculum-Development; *English-Teacher-Education; *Metacognition-; *Portfolio-Assessment; *Teacher-Improvement; *Teacher-Student-Relationship
DER: Higher-Education
AB: Examines use of portfolios as a major assessment tool for students in the field of English Education. Discusses how professional portfolios encourage students to use their meta-cognitive skills and find their own unique themes as well as encouraging teachers to become collaborators and co-creators with students. Describes advantages and disadvantages of portfolio use and presents experiences with several students. (SC)
AN: ED436002
AU: Gagliano,-Kathy; Swiatek,-Laura
TI: Improving Student Assessment through the Implementation of Portfolios in Language Arts.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436002
DEM: *Instructional-Effectiveness; *Portfolio-Assessment
DER: Action-Research; Evaluation-Methods; Grade-1; Grade-3; Language-Arts; Primary-Education; Test-Use
AB: This report describes a program that was implemented to improve student assessment through the use of portfolios. The targeted population consisted of a first and third grade classroom in a suburb of a large Midwestern metropolitan area. The problems related to assessment were documented by state mandated test scores, teacher determined grades, teacher observations, student and parent surveys, and anecdotal records. Analysis of the probable cause data revealed that tests scores do not provide a clear picture of student growth and development. Evidence of this problem is low test scores, poor quality work, a discrepancy between performance on tests and student ability, and parental difficulty in understanding test scores. These factors, particularly the discrepancy between state-mandated test scores and teacher-determined grades in language arts, caused difficulty in clearly seeing and interpreting growth and development in student performance. A review of solution strategies suggested by credible sources combined with analysis of the problem setting resulted in a determination to use portfolio assessment in language arts as an intervention strategy. The intervention strategy included student-maintained portfolios, student and parent conferencing with teachers, and the use of a variety of authentic assessments. Post intervention data indicated that the use of portfolios provides students with a sense of ownership in their own learning and provides both parents and students with a more complete picture of student growth and development over time. Portfolios can be used to complement rather than substitute for testing and provide a more complete picture of student achievement and progress. They also provide teachers with a more complete picture of the successes of their teaching and areas where improvement is needed. (Contains 10 figures of data and 23 references. Appendixes contain data, survey instruments, and self-evaluation forms.) (Author/RS)
AN: EJ584927
AU: Shapley,-Kelly-S.; Bush,-M.-Joan
TI: Developing a Valid and Reliable Portfolio Assessment in the Primary Grades: Building on Practical Experience.
PY: 1999
SO: Applied-Measurement-in-Education; v12 n2 p11-32 1999
DEM: *Portfolio-Assessment; *Reliability-; *Test-Construction; *Validity-
DER: Language-Arts; Portfolios-Background-Materials; Primary-Education; Reading-Tests; Urban-Schools
AB: Examined the validity and reliability of the 1995-96 reading/language arts portfolio assessment developed in the Dallas (Texas) public schools for prekindergarten through second grade. Ratings by 42 teachers show that portfolio contents do not provide a valid sample of student work and the assessment reliability is low. (SLD)
AN: EJ582344
AU: Spence,-Sarah-L.; Theriot,-Billie
TI: Portfolios in Progress: Reevaluating Assessment.
PY: 1999
SO: Research-and-Teaching-in-Developmental-Education; v15 n2 p27-34 Spr 1999
DEM: *Educational-Innovation; *English-Instruction; *Performance-Based-Assessment; *Portfolio-Assessment; *Writing-Evaluation; *Writing-Skills
DER: Developmental-Studies-Programs; Higher-Education; Program-Evaluation; Remedial-Programs; Skill-Development; Student-Evaluation
AB: Analyzes the adjustments and changes that have evolved from the inception of a pilot portfolio program through the fifth semester of its implementation in a developmental English class. The program allows for authentic, performance-based assessment and challenges students to assume more control of their writing. Asserts that the final portfolio and holistic grading benefits both students and instructors. (VWC)
AN: EJ598866
AU: Jochum,-Julie; Curran,-Christina; Reetz,-Linda
TI: Creating Individual Educational Portfolios in Written Language.
PY: 1998
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v14 n3 p283-306 Jul-Sep 1998
DEM: *Portfolio-Assessment; *Portfolios-Background-Materials; *Writing-Evaluation; *Writing-Instruction
DER: Curriculum-Development; Elementary-Secondary-Education; Learning-Disabilities; Low-Achievement; Program-Implementation
AB: Explores the portfolio process as an evaluation tool for authentic assessment of writing. Discusses (1) current literature related to use of portfolios; (2) the critical elements of the portfolio process; (3) their relationship to the authentic assessment of writing; and (4) effective ways of implementing individual educational portfolios for writers with disabilities in both general education and special education settings. (RS)
AN: EJ582923
AU: Underwood,-Terry
TI: The Consequences of Portfolio Assessment: A Case Study.
PY: 1998
SO: Educational-Assessment; v5 n3 p147-94 1998
DEM: *Boards-of-Education; *Language-Arts; *Portfolio-Assessment; *Scoring-
DER: Case-Studies; Middle-Schools; School-Districts; Test-Use
AB: Presents findings of a year-long study of a language arts portfolio-assessment system in a California middle school in which an external evaluation committee applied a rubric to student portfolios from three teachers' classes. Discusses reasons the school board chose not to adopt the portfolio system. Contains over 60 references. (SLD)
AN: EJ563997
AU: Kratcoski,-Annette-Manning
TI: Guidelines for Using Portfolios in Assessment and Evaluation.
PY: 1998
SO: Language,-Speech,-and-Hearing-Services-in-Schools; v29 n1 p3-10 Jan 1998
DEM: *Evaluation-Methods; *Language-Impairments; *Portfolio-Assessment; *Speech-Impairments; *Student-Evaluation
DER: Educational-Environment; Educational-Policy; Elementary-Secondary-Education; Guidelines-; Special-Education
AB: Provides guidelines for using portfolios for speech-language evaluations and assessments in school settings. Following a case example, specific guidelines are presented for initiating the use of portfolios into case management procedures. The relevance of portfolios to federal, state, and district special education policies are addressed. (CR)
AN: ED413585
AU: Farr,-Roger; Tone,-Bruce
TI: Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers. Second Edition.
PY: 1998
AV: Harcourt Brace, 6277 Sea Harbor Drive, Orlando, FL 32887-6777; phone: 1-800-782-4479 ($26.25 plus state sales tax and 8% shipping/handling).
NT: For the 1994 edition, see ED 363 864.
PR: Document Not Available from EDRS.
DEM: *Language-Usage; *Portfolio-Assessment; *Writing-Evaluation
DER: Elementary-Secondary-Education; Portfolios-Background-Materials; Student-Evaluation
AB: Continuing to respond to the increasing demand for the assessment of authentic language use, this book emphasizes that portfolios must first be useful and successful as part of instruction before they can be used effectively for assessment. Portfolios are presented as "working," not "show" portfolios, to promote the student's involvement in analyzing portfolio contents. The book aids in developing and training students as self-assessors so that they can monitor for themselves the effectiveness of their use of language. New for the second edition are: a cleaner, clearer design; a major revision of chapter 6; a new focus in chapters 7 and 8 on helping readers in constructing their own performance assessments; and bulleted summaries. Chapters are: (1) Why Portfolio and Performance Assessment?; (2) Confirming Beliefs and Making Decisions; (3) Deciding What Goes into the Portfolio; (4) Assessing Portfolio Contents; (5) Conferencing for Success; (6) Solving the Assessment Puzzle; (7) Constructing and Selecting Performance Assessments; and (8) Developing Rubrics and Anchor Papers. Appendixes contain answers to often asked questions about portfolio and performance assessment; a list of sources cited and other relevant reading; and reproducible models of records, note sheets, letters, and forms for easy use by practitioners. (RS)
AN: EJ611876
AU: Combs,-Dorie
TI: Using Alternative Assessment To Provide Options for Student Success.
PY: 1997
SO: Middle-School-Journal; v29 n1 p3-8 Sep 1997
DEM: *Alternative-Assessment; *Evaluation-Methods; *Language-Arts; *Student-Evaluation
DER: Class-Activities; Evaluation-Utilization; Middle-Schools; Nontraditional-Education
AB: Discusses the purpose of alternative assessment in language arts classes in the middle school setting. Notes how alternative assessments encourage higher order thinking skills, provide an alternative to failure, encourage students to experiment, and keep teachers interested. Provides directions and scoring guides for examples of alternative assessment. (JPB)
AN: ED412532
AU: Wiener,-Roberta-B.; Cohen,-Judith-H.
TI: Literacy Portfolios: Using Assessment To Guide Instruction.
PY: 1997
AV: Merrill Prentice Hall, P.O. Box 11071, Des Moines, IA 50336-1071 ($30).
PR: Document Not Available from EDRS.
DEM: *Literacy-; *Portfolio-Assessment; *Student-Evaluation
DER: Administrator-Attitudes; Elementary-Education; Higher-Education; Performance-Based-Assessment; Portfolios-Background-Materials; Reading-Instruction; Teacher-Attitudes; Teacher-Education; Writing-Instruction
AB: Assessing literacy strategies through collected works, reading logs, journal writings, other language activities, and informal testing, this book provides preservice teachers a firm grounding in the theory of literacy portfolios as part of authentic assessment strategies and provides guidelines of creating and using literacy portfolios successfully in classrooms. Chapters in the book are: (1) Introducing Portfolio Practice; (2) Changing Views of Literacy; (3) Observing Authentic Literacy Practices; (4) Surveying Portfolio Use in Authentic Literacy Classrooms; (5) Exploring Authentic Assessment Opportunities; (6) Introducing the Literacy Assessment Portfolio; (7) Using the Literacy Assessment Portfolio to Assess and Guide Reading Instruction; (8) Using the Literacy Assessment Portfolio to Assess and Guide Writing Instruction; (9) Conferencing and Reporting with the Literacy Assessment Portfolio; (10) Implementing Authentic Literacy Assessment in the Classroom, School, and School District; (11) Using Portfolios with Students Who Have Learning and Behavioral-Emotional Problems; and (12) Using Portfolios with Language Minority Students. The book concludes with examples of teacher reflections, the use of portfolios in a first-grade classroom and a gifted classroom, and the use of an administrator's perspective. (RS)
AN: EJ539010
AU: Huot,-Brian
TI: Toward a New Theory of Writing Assessment.
PY: 1996
SO: College-Composition-and-Communication; v47 n4 p549-66 Dec 1996
DEM: *Portfolio-Assessment; *Testing-; *Writing-Composition; *Writing-Evaluation
DER: Higher-Education; Theory-Practice-Relationship; Writing-Instruction
AB: Explores the ability to construct a theory of writing assessment based on an understanding of the nature of language, written communication, and its teaching. Looks at current practices at universities that have been using assessment procedures that are site-based, practical, and have been developed and controlled locally. (TB)
 Portfolio Assessment In The Reading-Writing Classroom |
Other Resources (available either for sale or via interlibrary loan)
Title: Assessment is instruction: Reading, writing, spelling, and phonics for all learners
Author: Glazer, Susan Mandel
Year: 1998
Publisher: Norwood, Mass.: Christopher-Gordon Pub., Inc.
Title: Learning about language assessment: Dilemmas, decisions, and directions
Author: Bailey, Kathleen M.
Year: 1998
Publisher: Pacific Grove [Calif.]: Heinle & Heinle Publishers
Title: Alternatives to grading student writing
Author: Tchudi, Stephen
Year: 1997
Publisher: Urbana, Ill: National Council of Teachers of English
Title: Alternative assessment sy[s]tem
Author: Garcia, Delia C.
Year: 1996
Publisher: Florida International University, College of Education
Title: Alternative assessment techniques for reading & writing
Author: Miller, Wilma H.
Year: 1995
Publisher: West Nyack, N.Y.: Center for Applied Research in Education
Title: Alternative assessment techniques for reading & writing
Author: Miller, Wilma H.
Year: 1995
Publisher: West Nyack, N.Y.: Center for Applied Research in Education
Title: Writing with: New directions in collaborative teaching, learning, and research
Authors: Ebest, Sally Barr. & Fox, Thomas
Year: 1994
Publisher: Albany, N.Y.: State University of New York Press
Title: Portfolios and other alternative assessments
Authors: Jasmine, Julia. & Spence, Paula
Year: 1993
Publisher: Huntington Beach, CA: Teacher Created Materials
Title: Dilemmas and issues in implementing classroom-based assessments for literacy: A case study of the effects of alternative assessment in instruction, student learning and accountability practices
Authors: Hiebert, Elfrieda H. & Davinroy, Kathryn
Year: 1993
Publisher: Los Angeles, CA: National Center for Research on Evaluation,
Standards, and Student Testing
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
