From principles to practice: An embedded assessment system

In this article, we describe the principles that guided the creation and im plementation of a system of embedded assessments-the so-called BEAR (Berkel ey Evaluation and Assessment Research) Assessment System. The assessment sy stem was developed in the context of a specific curriculum in issues-orient ed science for the middle grades but is designed generically to address the implementation of those principles. The assessment system builds on method ological advances in alternative assessment techniques and attempts to addr ess salient issues in the integration of alternative assessment into the cl assroom teaching and learning context. The 4 principles are described, and we discuss how the application of these principles generates the component parts of the system and determines how the component parts work together. T he use of teacher moderation to integrate the parts of the system in school and classroom is also discussed.