Another Perspective on Concept Maps: Empowering Students, May 1998, 464–69
Assessing Mathematical Processes: The English Experience, Mar-Apr 1996, 706-11
Assessing Open-Ended Problems, May 1999, 510–14
Assessing Problem-Solving Thought, Feb 1999, 305–11
Create Assessments That Do It All, Sept 1998, 44–47
Describing Student Performance Qualitatively, May 1996, 828-35
Does the Task Truly Measure What Was Intended?, Sept 1997, 74–82
Fostering Mathematical Thinking through Multiple Solutions. Apr. 2000, 534–39
How Rubrics Become Grades, Oct 1998, 118–19
Modifying Our Questions to Assess Students' Thinking, Apr 1999, 470–74
Ordered Pair Relations--a Performance Assessment. Nov. 1999, 190–94
Readers Write, Oct 1997, 101, 124; Nov–Dec 1997, 184; Jan 1998, 259
A Room with More Than One View, Apr 1994, 44-49
Scores and Grades: What Are the Problems- What Are the Alternatives-, May 1996, 776-79
Shopping Mall Assessment, May 1998, 488–89
Should the United States Emulate Singapore's Education System to Achieve Singapore's Success in the TIMSS? Feb. 2000, 345–47
So Math Isn't Just Answers, Apr 1999, 448–55
The STEM Model, Jan 1998, 282–86, 294–96
The Tables Turn: Students Evaluate Their Mathematics Class, Nov–Dec 1998, 176
Understanding Student Responses to Open-Ended Tasks. Apr. 2000, 500–505
Using Cases to Integrate Assessment and Instruction, Jan 1999, 232–41
Using House Plans to Teach Ratio, Proportion, and More!, Sept 1997, 14–18
Using Performance Graphs to Assess Problem Solving, Jan 1999, 252–54
Walking Around: Getting More from Informal Assessment, Jan 1999, 224–27
