共查询到20条相似文献，搜索用时 78 毫秒
1.
Lloyd Bond 《Educational Measurement》1995,14(4):21-24
Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured? 相似文献
2.
How generalizable are the results of alternative assessments? How much psychometric evidence d o we have about these approaches? What effects do alternative assessments have on subgroup differences in performance? What are the probable consequences of using alternative assessments? 相似文献
3.
Lorrie A. Shepard Roberta J. Flexer Elfrieda H. Hiebert Scott F. Marion Vicky Mayfield Timothy J. Weston 《Educational Measurement》1996,15(3):7-18
How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises? 相似文献
4.
Joy A. Frechtling 《Educational Measurement》1991,10(4):23-25
What are the advantages of performance assessment? What are the risks of employing only performance assessments in large-scale testing programs? 相似文献
5.
Bert F. Green 《Educational Measurement》1995,14(4):13-15
Why is comparability of forms important for performance assessments? Can traditional methods of form equating be used? What problems are likely to arise in equating? Can standards generalize across forms? 相似文献
6.
Using Performance Assessment for Accountability Purposes 总被引：1，自引：0，他引：1
William A. Mehrens 《Educational Measurement》1992,11(1):3-9
Why is there such great interest in performance assessment? Are large-scale performance assessments administratively feasible, professionally credible, publicly acceptable, legally defensible, and economically affordable? 相似文献
7.
Robert M. Guion 《Educational Measurement》1995,14(4):25-27
Is construct validity relevant to performance assessment? Can these assessments allow meaningful comparisons? How can we minimize validity-reducing errors? 相似文献
8.
Will performance assessments in mathematics have gender DIF? Do male and female examinees provide similar solution strategies? 相似文献
9.
What are practical and logistical constraints in developing science performance assessments (SPAs)? What are key components in a framework for conceptualizing the process? What are the major steps in SPA development? 相似文献
10.
This article addresses the rhetoric of performance assessment with research on important claims about science performance assessments. We found the following: (a) Concepts and terminology used to refer to performance assessments often were not consistent within and across researchers, educators, and policy-makers. (b) Performance assessments are highly sensitive not only to the tasks and the occasions sampled, but also to the method (e.g., hands-on, computer simulation) used to measure performance. (c) Performance assessments do not necessarily tap higher-order thinking, especially when they are poorly designed. (d) Performance assessments are expensive to develop and use: technology is needed for developing these assessments in an efficient way. (e) Performance assessments do not necessarily have the expected positive impact on teachers' teaching and students' understanding. (f) If teachers are to use performance assessments in their classrooms, they need professional development to help them construct the necessary knowledge and skills. This article attempts to address some of these realities by presenting a conceptual framework that might guide the development and the evaluation of performance assessments, as well as steps that might be taken to create a performance assessment technology and develop teacher inservice programs. © 1996 John Wiley & Sons, Inc. 相似文献
11.
How can the contributions of raters and tasks to error variance be estimated? Which source of error variance is usually greater? Are interrater coefficients adequate estimates of reliability? What other facets contribute to unreliability in performance assessments? 相似文献
12.
Richard M. Jaeger 《Educational Measurement》1995,14(4):16-20
What is judgmental policy capturing? How can it be applied to standard setting with performance assessments? Do judges value some exercises more in setting standards? 相似文献
13.
Validating Measures of Performance 总被引：2，自引：0，他引：2
How can the validity of performance assessments be established? What type of logical argumentation is necessary to generalize from a particular assessment to the ability or abilities of interest? 相似文献
14.
Anders Jonsson Liesbeth K. J. Baartman Sven A. Lennung 《Learning Environments Research》2009,12(3):225-241
Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that
can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace
traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative
purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive
framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment
methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of
the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information
can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use. 相似文献
15.
Julia C. Phelan Kilchan Choi David Niemi Terry P. Vendlinski Eva L. Baker Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. 相似文献
16.
How can knowledge of the development of expertise in a subject area inform the development of assessments in that area? How can one examine the relationship between what is anticipated from a performance assessment and what is actually seen? 相似文献
17.
Troy D. Sadler William L. Romine Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635
Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests. 相似文献
18.
19.
Jay Parkes 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):175-182
Performance assessments have been touted for their multidimensional and ‘realworld’, or authentic, appearance, yet this complexity is at the heart of the most serious problems in the use of performance assessments. If performance assessments are more multidimensional and situational, then perhaps performance assessment scores represent other things besides the construct of interest. This study empirically explored that possibility, namely that scores on a performance assessment reflect a motivational variable (perception of control), in addition to the construct intended, while an objective test does not. Data from high school Spanish students who took an objective test, a performance assessment and a measure of perceptions of control suggest that perceptions of control indeed predict performance assessment scores but not objective test scores. 相似文献
20.
《教育实用测度》2013,26(4):275-288
About half the states are currently conducting, piloting, developing, or examining performance assessments, according to CRESST's State Survey on Alternative Assessment (Aschbacher, 1991a). Many state assessment directors are enthusiastic about alternative assessments as a potent tool to improve education, but they cited several obstacles to statewide use of performance assessments: costs, logistics, technical concerns, and poor support for implementation. State assessment directors discussed potential solutions and called for continued research on technical and practical issues along with greater collaboration and documentation of efforts around the country. The new Student Assessment Exchange is intended to facilitate widespread sharing of research and development initiatives in performance assessment. 相似文献