ERIC Number: ED343939
Record Type: RIE
Publication Date: 1992-Feb-28
Reference Count: N/A
Performance Assessment at the College Level.
Steele, Joe M.
The College Outcome Measures Program (COMP) and its role in an era when standardized testing is being questioned and authentic assessment is championed are discussed. Authentic assessment should not mean discarding measurement expertise and existing technology. It is an approach to measuring the quality and level of performance that uses real settings when possible and requires the application of the kinds of skills individuals are likely to use outside the classroom. Authentic assessment plans for the measures themselves to be learning experiences that can provide feedback on processes, and it demands that measures address central and significant issues. The COMP was organized in 1976 and has developed into its present six instruments for assessing general education skills and knowledge. Four of these instruments are largely or entirely open-ended performance measures. The COMP Assessment of Reasoning and Communicating is described as an example of a performance measure consisting of six simulation activities. Elements that must be addressed in order to have confidence in conclusions drawn from outcomes data are identified, and articles based on the COMP that focus on going beyond test scores are reviewed. An eight-item list of references is included. (SLD)
Descriptors: College Students, Educational Assessment, Feedback, General Education, Higher Education, Knowledge Level, Literature Reviews, National Programs, Outcomes of Education, Performance Based Assessment, Simulation, Standardized Tests, Student Evaluation, Test Construction, Test Use, Testing Programs, Thinking Skills
Publication Type: Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: College Outcome Measures Project
Note: Paper presented at the Annual Meeting of the Pennsylvania Educational Research Association (February 1992).