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References




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Archbald, D., & Porter, A. C. (1990). A retrospective and an analysis of the roles of mandated testing in education reform. Washington, DC: Office of Technology Assessment.

Brophy, J. & Good, T. (1974). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehart & Winston.

Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58 (4), 438-481.

Driscoll, M. P. (1986). The relationship between grading standards and achievement: A new perspective. Journal of Research and Development in Education, 19 (3), 13-17.

Educational Testing Service (1993). Performance Assessment Sampler. Princeton, NJ: Author.

Elliott, S. N. (1994). Creating meaningful performance assessments: Fundamental concepts. Reston, VA: The Council for Exceptional Children.

Fuchs, L. S. (1994). Connecting performance assessment to instruction. Reston, VA: The Council for Exceptional Children.

Good, T. L., & Brophy, J. E. (1990). Educational Psychology: A Realistic Approach (Fourth Edition) . New York: Longman.

Hewitt, G. (1993, May-June). Vermont's portfolio-based writing assessment program: A brief history. Teachers and Writers, 24 (5), 1-6.

Kellaghan, T., Madaus, G. F., & Airasian, P. W. (1982). The effects of standardized testing. Boston: Kluwer-Nijhoff.

Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. (in press). The Vermont Portfolio Assessment Program: Findings and implications. Educational Measurement: Issues and Practice, 13 (3).

Laboratory Network Program. (1993). A Tool Kit for Professional Developers: Alternative Assessment. Portland, Oregon: Northwest Regional Educational Laboratory.

Mathematical Sciences Education Board. (1993). Measuring Up: Prototypes for Mathematics Assessment. Washington, DC: National Academy Press.

National Center on Education and the Economy. (1989). To Secure Our Future: The Federal Role in Education. Rochester, N.Y.: Author.

North Central Regional Educational Laboratory, PBS Elementary/Secondary Service, in partnership with the National Center for Research on Evaluation, Standards, and Student Testing (UCLA/CRESST) (1991). Schools That Work: The Research Advantage. Part IV: Alternatives for Measuring Performance. Oak Brook, IL: Authors.

Oakes, J. (1985). Keeping Track: How Schools Structure Inequality. New Haven: Yale University Press.

Porter, A. C., Archbald, D. A., & Tyree, A. K., Jr. (1991). Reforming the curriculum: Will empowerment policies replace control? In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Associations (pp. 11-36). London: Taylor & Francis Ltd.

Romberg, T., Zarinnia, A. & Williams, S. (1989). The Influence of Mandated Testing on Mathematics Instruction: Grade Eight Teachers' Perceptions. In Romberg, T. & Wilson, L. (1992, September), Alignment of Tests with the Standards, Arithmetic Teacher, 40 (1), 18-22.

White, B. Y. & Fredericksen, J. R. (1994, Fall). Using Assessment to Foster a Classroom Research Community. Educator, 19-24.

Willis, S. (1972). Formation of teachers' expectations of students' performance (Doctoral dissertation, University of Texas, Austin). Dissertation Abstracts International, 33-09, 4960.

Wolf, D., Bixby, J., Glenn, J., III, & Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. Review of Research in Education, 17, 31-74.

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