Abstract
Educational reform efforts have pro duced a mounting demand for alter native assessment strategies (Perrone, 1991; Wiggins, 1993) and graphic organizers offer one possibility (Rafferty & Fleschner, 1993). Because graphic organizers foster the critical and interdisciplinary think ing recommended by the Carnegie Council on Adolescent Development (1989) in Turning Points, they are a promising alterna tive to traditional assessment in middle level classrooms.
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