Alternative assessment is a major component in the current debate over school reform. Its benefits include responsiveness to individual learning styles, motivation for life-long learning, and the capability of being integrated into the learning process. This qualitative study examines the concerns and beliefs of teachers involved in the process of developing and implementing alternative assessment in their school. To accomplish this, I interviewed or surveyed teachers, and made observational notes during staff and assessment committee meetings and during informal discussions with teachers. It is clear that the change to alternative assessment is necessary to bring assessment into alignment with current research on learning and the attendant changes in teaching. Before this alignment can occur, valid assessment methods must be developed and teachers must be given the time and administrative support necessary to implement them.
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