in classrooms. Here, teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures amongst a group of 30 or so youngsters in order to help them to learn now, and to become better learners in the future. Standards can only be raised if teachers can tackle

Well-trained and informed classroom teachers have been intro-ducing modern classroom assessment approaches into their class-rooms. Performance-based assessment is now commonplace in many classrooms as more teachers become concerned about the authenticity of their assessments and how assessment

Classroom assessment is a challenge in engineering design given the open-ended nature of student projects, the reliance on multiple assessors, and difficulties around the judgement of “quality”. In this paper, we attempt to place the more general work on classroom assessment in the context

BankExec, an interactive bank simulation, is used to illustrate how a simulation may be adapted to assessment. Based on Classroom Assessment Techniques and feedback from students and practitioners it appears the BankExec experience contributes to student learning more so than quantitative measures

of the Lincoln Public Schools to the state requirements has included both paper-and-pencil tests and comparable classroom assessments. These comparable classroom assessments allow standardized judgments across classrooms through the use of scoring rubrics and teacher training. Teams of teachers trained

A review of literature indicated that there has been a shift in mathematics classroom assessment practice. In the advocated assessment alternatives, mathematics teachers and their students are expected to undergo a cyclical assessment process. This assessment process typically consists of five

The authors argue that the failure of 60 years of total reliance on assessment via standardized tests to help reduce achievement score gaps must compel us to rethink the role of assessment in this endeavor. They advocate rebalancing assessment priorities to bring classroom assessment

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SPONS AGENCY

ACKNOWLEDGEMENT I would like to acknowledge all the people involved in this process that made completion of this dissertation possible. First, and foremost, I would to thank my advisor, Dr. Michael Trevisan who spent many hours working with me to make this Ph. D. program possible. It would have been next to impossible to write this dissertation without his facilitation and supervision. Also, I would like to recognize Dr. Brian French for his direction during the initial phases of this research, challenging me to clarify major components of the development stages and research process. I am grateful for the guidance and advisement of Dr. Judith Morrison; her input on science education reform was instrumental through the development of the manuscript. I am truly lucky to have such a helpful and supportive committee through this process. Finally, I would like to thank the other faculty within the College of Education and the other graduate students for their support and mentoring during the years of this program. Second, I need to recognize those who have help me through these past few years as a graduate student. To my amazing family, especially my wife, Kelley, for supporting