Publications & Resources
Our researchers publish numerous technical reports and articles every year, primarily in distinguished peer-reviewed journals, but also in more practice- and policy-focused publications. Here, you can browse our comprehensive database of historical and current research to gain valuable insights and perspectives.
Cognitive Analysis of a Science Performance Assessment
Gail P. Baxter, Anastasia D. Elder, and Robert Glaser
An Analysis of Parent Opinions and Changes in Opinions Regarding Standardized Tests, Teacher’s Information, and Performance Assessment
Lorrie A. Shepard and Carribeth L. Bliem
How "Messing About" With Performance Assessment in Mathematics Affects What Happens in Classrooms
Roberta J. Flexer, Kate Cumbo, Hilda Borko, Vicky Mayfield, and Scott F. Marion
"How Does My Teacher Know What I Know?": Third Graders’ Perceptions of Math, Reading, and Assessment
Kathryn H. Davinroy, Carribeth L. Bliem, and Vicky Mayfield
Effects of Introducing Classroom Performance Assessments on Student Learning
Lorrie A. Shepard, Roberta J. Flexer, Elfrieda H. Hiebert, Scott F. Marion, Vicky Mayfield, and Timothy J. Weston
Mapping Test Items to the 1992 NAEP Mathematics Achievement Level Descriptions: Mathematics Educators’ Interpretations and Their Relationship to Student Performance
Brenda Sugrue, John Novak, Leigh Burstein, Elizabeth Lewis, Daniel M. Koretz, and Robert L. Linn
Generalizability of New Standards Project 1993 Pilot Study Tasks in Mathematics
Robert L. Linn, Elizabeth Burton, Lizanne DeStefano, and Matthew Hanson
A First Look: Are Claims for Alternative Assessment Holding Up?
Joan L. Herman, Davina C. D. Klein, Tamela M. Heath, and Sara T. Wakai
Toward the Instructional Utility of Large-Scale Writing Assessment: Validation of a New Narrative Rubric
Maryl Gearhart, Joan L. Herman, John R. Novak, Shelby A. Wolf, and Jamal Abedi
On Concept Maps as Potential “Authentic” Assessments in Science
Richard J. Shavelson, Heather Lang, and Bridget Lewin
The Evolution of a Portfolio Program: The Impact and Quality of the Vermont Program in Its Second Year (1992-93)
Daniel Koretz, Brian Stecher, Stephen Klein and Daniel McCaffrey
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