Abstract

In this article, we describe the principles that guided the creation and implementation of a system of embedded assessments-the so-called BEAR (Berkeley Evaluation and Assessment Research) Assessment System. The assessment system was developed in the context of a specific curriculum in issues-oriented science for the middle grades but is designed generically to address the implementation of those principles. The assessment system builds on methodological advances in alternative assessment techniques and attempts to address salient issues in the integration of alternative assessment into the classroom 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. The use of teacher moderation to integrate the parts of the system in school and classroom is also discussed.