Order Thinking in Mathematics (Washington, D.C.: American Association for the Advancement of Science, 1990), 21-38; Thomas Romberg, "Evaluation: A Coat of Many Colors" (Paper presented at the Sixth International Congress on Mathematical Education, Budapest, Hungary, July 27-August 3, 1988), Division of Science, Technical and Environmental Education, UNESCO; Edward Silver and Patricia Kenney, "Sources of Assessment Information for Instructional Guidance in Mathematics," in Thomas Romberg, ed., Reform in School Mathematics and Authenic Assessment, (in press); Edward Silver, Patricia Kenney, and Leslie Salmon-Cox, The Content and Curricular Validity of the 1990 NAEP Mathematics Items: A Retrospective Analysis (Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh, 1991); Richard Lesh and Susan J. Lamon, eds., Assessment of Authentic Performance in School Mathematics (Washington, D.C.: American Association for the Advancement of Science, 1992).

From Gatekeeper to Gateway; Walter M. Haney, George F. Madaus, and Robert Lyons, The Fractured Marketplace for Standardized Testing (Boston, MA: Kluwer Academic Publishers), 319-323.

Eva L Baker and Harold F. O'Neil, Jr., "Diversity, Assessment, and Equity in Educational Reform" (Paper presented at the Ford Foundation Symposium on Equity and Educational Testing and Assessment, Washington, D.C., 11-12 March 1993).

"Symbolic Validation"; Daniel M. Koretz et al., Statement before the Subcommittee on Elementary, Secondary, and Vocational Education, Committee on Education and Labor, U.S. House of Representatives (19 February 1992); Eva L. Baker, Harold F. O'Neill, and Robert L. Linn, "What Works in Performance Assessment" (Sherman Oaks, CA: Horace Design Information, Inc., Draft final report, September 1992); Eva L Baker, "The Role of Domain Specifications in Improving the Technical Quality of Performance Assessment'' (Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, 1992); Norman Webb and E. Yasui, "Alternative Approaches to Assessment in Mathematics and Science: The Influence of Problem Context on Mathematics Performance" CSE Technical Report 346 (Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, 1992).

Stephen B. Dunbar and Elizabeth A. Witt, "Design innovations in Measuring Mathematics Achievement" (Paper commissioned by the Mathematical Sciences Education Board, September 1993, appended to this report).

For a discussion of relevant technical issues, see "Design Innovations in Measuring Mathematics Achievement" and others; Stephen B. Dunbar, Daniel M. Koretz, and H. D. Hoover, "Quality Control in the Development and Use of Performance Assessments," Applied Measurement in Education 4:4 (1991), 289-304; M. Magone et al., "Validity Evidence for Cognitive Complexity of Performance Assessments: An Analysis of Selected QUASAR Tasks" (Paper presented at the annual meeting of the American Educational Research Association, San Franciso, CA, April 1992); Daniel M. Koretz et al., "The Effects of High-Stakes Testing on Achievement: Preliminary Findings about Generalization Across Tests" (Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 1991); Robert Glaser, Kalyani Raghavan, and Gall P. Baxter, Cognitive Theory as the Basis for Design of Innovative Assessment (Los Angeles, CA: The Center for Research on Evaluation, Standards, and Student Testing, 1993).