Includes bibliographical references (p. 177-189) and index.

sssessment trends and contexts. Learning and measurement. New assessment methods. Teachers as assessors -- Assessment paradigms. Psychometric paradigm. Contextual paradigm. Personalized paradigm. A wave of paradigm shifts. -- Assessment purposes. Matching purpose to strategy. Authenticity. Feasibility and utility -- Meaning in scores. Normative assessment. Criterion-referenced assessment. Rubrics. Explicit or implicit scoring criteria. Preordinate, emergent, or negotiated scoring criteria. Content and performance standards. Analytic or holistic scoring. Ipsative assessment. Assessment focus and purpose. Effects of explicit, pre-determined, specific performance criteria. Promoting deep understanding and valid inferences of student achievement. Scorers. Self-assessment. Summary of scoring choices. Conflicts in assessment systems. Validity and reliability. Validity. Validity and the personalized assessment paradigm. Reliability. The relationship between validity and reliability. A personal position. Reporting assessment results -- Equity -- Literacy portfolios, Emily Dickinson Elementary School -- Curriculum-based assessment of integrated curriculum units, Lakeview Arts and Education Partnership (LEAP) -- The rite of passage experience (R.O.P.E.), Walden III High School -- Projects, Eagle's Wing, Hudson's Bay High School -- Learning contracts, Pan Terra High School.

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