USING HAC-GUIDED RESPONSIVE JOURNAL WRITING TO ASSESS PROBLEM-SOLVINGABILITIES - PRELIMINARY CORRELATIONS

In recent years Standardized Testing has fallen into disrepute in adva nced educational circles. Yet, although the reaction against the tradi tional ''fill in the bubbles'' approach to assessment has been strong, a repeated call for identifiable National Standards continues to be h eard. It is this demand for ''objective'' assessment, on the one hand, and ''authentic'' assessment, on the other, which has given rise to T he Htr mane Assessment Coalition (HAC). The present study outlines HAC 's theoretical posture and presents a hands-on case study that demonst rates HAC's methodology and substantiates its theories.