The purpose of this project is to conduct the first large- scale national study of the introduction and use of portfolio assessment in pre-college mathematics instruction. The goal is to identify principles that can inform continued policy and program development and that can stimulate new initiatives in assessment, curriculum, and instruction. Focusing on states, districts, schools, and teachers as they experiment with portfolio assessment to measure student learning, the proposed research will examine these efforts and the ways they affect curriculum and instruction in mathematics. The workplan, which spans 35 months, includes a national survey of activities to introduce portfolio assessment at state and local levels, a comprehensive review of the research on alternative assessment practices and materials in mathematics, and related innovations in curriculum and instruction, intensive case studies of five promising local programs, and extensive product development and dissemination strategies, supported by a partnership between Policy Studies Associates and the Council of Chief State School Officers, will ensure high quality products and their immediate dissemination through a national network of state and local practitioners and policy makers.
