By Robert L. Johnson PhD, Visit Amazon's James A. Penny PhD Page, search results, Learn about Author Central, James A. Penny PhD, , Belita Gordon PhD
A complete source for overview practitioners, this booklet offers step by step suggestions for constructing, administering, scoring, and validating a number functionality initiatives, together with literacy and different forms of skillability exams. The authors discover the right way to identify the aim of the evaluation and the way to improve scoring instruments, educate raters, lessen rater bias, evaluate rankings and record effects, and use item-level and test-level analyses to optimize reliability and validity. truly written and good equipped, the publication comprises many useful examples and available motives of thoughts and statistical techniques. It encompasses the breadth of purposes of functionality evaluate this day, from academic trying out and the credentialing of pros to investigate and software evaluation.
User-friendly gains include:
*Checklists of actions to accomplish at each one level of a functionality evaluation
*End-of-chapter inquiries to facilitate self-study
*Annotated feedback for extra examining
*A quick-reference word list of terms
*Examples drawn from a number of academic licensure contexts
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Additional resources for Assessing Performance: Designing, Scoring, and Validating Performance Tasks
Sample text
However, subjectivity and partiality were recognized as problems when candidates were ranked based on examiners’ qualitative judgments of examinees’ styles of performance across the oral and written portions of the examination. The history of performance assessment in education in North America includes oral recitations and can be traced to the beginnings of college education in North America (Rudolph, 1990). Oral exams were used in Massachusetts as early as 1709 (Morris, 1961). Horace Mann replaced the oral exam in the Boston public schools with an essay exam in 1845.
Performance assessment. In R. , pp. 387–431). Westport, CT: American Council on Education and Praeger. Provides a synthesis of the literature on the design and use of performance assessments in large-scale educational testing. Topics include a description of performance assessment, the uses of performance assess- An Overview of Performance Assessment 25 ments, their design and scoring, the review of the validity of performance assessments, and applications of generalizability theory and item response theory in performance assessment.
To identify the purpose of an assessment, you should ask yourself whether the purpose is examinees’ understanding of subject-area content in curriculum domains, their abilities in cognitive domains, or their potential in a future criterion setting. If the assessment is to make decisions about learning outcomes, then what subject areas should be included? Is the purpose of the assessment to gauge minimal competency of examinees to enter a profession? If so, what tasks will inform a decision about an examinee’s competence to engage in safe practice?
