This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book''s multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.

This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book''s multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.

This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book''s multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.