One recommendation of the national reform movements in mathematics and science is to change the way students are assessed. In this article five formats of alternative assessment forms are described, and suggestions are given on how these methods can be implemented within science and mathematics classrooms. Benefits of each type of assessment are discussed and potential pitfalls are elucidated. Samples of the five formats, journal writing, open‐ended problems, portfolios, interviews and performance assessments, are included.
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Berenson et al. (1995) studied this question.
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