Complex, Performance-Based Assessment
Expectations and Validation Criteria
Dados Bibliográficos
| ID | 9732575 |
|---|---|
| Autores | Robert L Linn (Center for Research on Evaluation, Standards and Student Testing, School of Education, Campus Box 249, University of Colorado at Boulder, Boulder, Colorado 80309-0249. His area of specialization is educational measurement, autor correspondente), Eva L Baker (University of California, Los Angeles), Stephen B Dunbar (University of Iowa, Iowa City, IA 52242. His areas of interest are educational measurement and statistics) |
| Ano | 1991 |
| Volume | 20 |
| Fascículo | 8 |
| Páginas | 15-21 |
| Data de publicação | 1991-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x020008015 |
| OpenAlex | W2116577120 |
| Idioma | EN |
| Citações recebidas | 122 |
| Referências citadas | 18 |
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed
Educational assessment · Epistemology · Evaluation methods · Management science · Mathematics education · Quality (philosophy · Quality assessment · Reliability engineering · Set (abstract data type · Computer Science · Educational and Psychological Assessments · Educational Assessment and Pedagogy · Engineering · Psychology · Student Assessment and Feedback
Mathematics Classroom Assessment
Comparative effects of self-assessment, peer-assessment, and teacher assessment on EFL learners’ writing performance
Quality issues in judging portfolios
Implications of portfolio assessment for program evaluation
In search of quality criteria in peer assessment practices
New lines in edumetrics
Assessment of Speaking
Assessment of Speaking
Assessing professional competence
Current Concerns in Validity Theory
Shifting Conceptions of Validity in Educational Measurement
An instructional design framework for authentic learning environments
Ontological framework for horizon scanning of business continuity of essential services
Ensuring comparability of qualifications through moderation
Assessment of practical science in high stakes examinations
Formative Assessment in L2 Classroom in China
Modeling the Predictive Validity of SAT Mathematics Items Using Item Characteristics
Linking validity and ethics in language testing
Assessing assessment quality
The wheel of competency assessment
Assessment quality in tertiary education
Development and evaluation of a summative assessment program for senior teacher competence
Equity issues in testing
The impact of alternative authentic assessment outcomes in Palestinian fourth grade math classrooms
Video portfolios
A conceptual framework for integrating peer assessment in teacher education
Comparing student science performance between hands-on and traditional item types
Application of Generalizability Theory in the Investigation of the Quality of Journal Writing in Mathematics
Developer, teacher, student and employer evaluations of competence-based assessment quality
Cognitive representations in raters' assessment of teacher portfolios
Assessment as a tool for learning
Toward adaptive assessment — The student's angle
Student assessment within the context of constructivist educational settings
Determining the Quality of Competence Assessment Programs
Validity inquiry process
Peer assessment in first year university
A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen
Rater Agreement Indexes for Performance Assessment
An Investigation of the Validity of Scores on Locally Developed Performance Measures in a School Assessment Program
The Alternatives in Language Assessment
Portfolios, Power, and Ethics
Discourse Theory and Performance-Based Assessment
Culturally Responsive Performance-Based Assessment
Addressing Cultural Context in the Development of Performance-Based Assessments and Computer-Adaptive Testing
Planning and preparing for public health threats at airports
Assessment of competence in clinical reasoning and decision‐making under uncertainty
A systematic review of methods for evaluating rating quality in language assessment
Second language testing and second language acquisition
Modern language testing at the turn of the century
Assessing reading comprehension in adolescent low achievers
Outcomes-based assessment in practice
A teacher-verification study of speaking and writing prototype tasks for a new Toefl
A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence
Some reflections on task-based language performance assessment
A Linguistic Perspective on Multiple Choice Questioning
How convincing is alternative assessment for use in higher education
Factors influencing assessment quality in higher vocational education
Simulations for the Assessment of Counselling Skills
Dimensions of Oral Assessment
Portfolio assessment
Policy and validity prospects for performance-based assessment
Presence Beyond the Narrative
La politique québécoise d’évaluation des apprentissages et les pratiques évaluatives
Le portfolio, un moyen d’améliorer le dialogue entre formateur et apprenant
Researchers and Assessment Policy Development
Locating Authority over Content and Pedagogy
Technology and Assessment in Selection
Design and Development Issues in Provincial Large-Scale Assessments
Research in Assessment
Organization and Development Features of Grade 8 and Grade 10 Writers
Spearman's Footrule as a Measure of Agreement
The quality of high school students’ problem solving from an expertise development perspective
Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 1)
What’s my grade? Assessing learner progress
In Support of a Profession-Wide Performance Assessment for Teacher Certification
Opportunity to Learn and English Learner Achievement
Un Estudio de Evaluación Educativa usando Manipulativos en el Aprendizaje de las Matemáticas con Estudiantes Hispanos Adquiriendo Inglés Académico como Segundo Lengua
Articulating a hermeneutic theory of writing assessment
Using narrative in the study of school administration
The work sampling system
Story construction from a picture book
Les méthodes d’évaluation utilisées à l’ordre d’enseignement universitaire dans les cours en administration des affaires
Assessment of teacher competence using video portfolios
Teachers' classroom assessment practices and fourth-graders' reading literacy achievements
Teachers' developing ideas and practices about mathematics performance assessment
Evaluation gone Awry”
Story constellations
Teachers’ opinions on quality criteria for Competency Assessment Programs
Limiting Opportunities to Learn in Upper‐Secondary Schooling
Learners' perceptions of assessment
Embedding Accountability and Improvement Into Large-Scale Assessment
National Curriculum Assessment
Teachers' assessment of students' research skills
Try, Try, Try Again
New Multiple-Choice Measures of Historical Thinking
Evaluating the Validity of a High‐Stakes ESL Test
How Do Teachers Observe and Evaluate Elementary School Students' Foreign Language Performance? A Case Study from South Korea
Portfolios
Can There Be Validity Without Reliability
Presidential Address—The End(s) of Testing
| Obras citantes distintas | 118 |
|---|---|
| Citações por ano | 3,59 |
| Intervalo de citações | 1992 - 2025 (34) |
| Velocidade de citação | recent |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 115 |