ERIC Number: ED381984
Record Type: RIE
Publication Date: 1995-Jun
Reference Count: N/A
Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment. ERIC Digest E530.
Fuchs, Lynn S.
This digest summarizes principles of performance assessment, which connects classroom assessment to learning. Specific ways that assessment can enhance instruction are outlined, as are criteria that assessments should meet in order to inform instructional decisions. Performance assessment is compared to behavioral assessment, mastery learning, and curriculum-based management. Three key features of performance assessment are distinguished: (1) students construct, rather than select, responses; (2) assessment formats allow teachers to observe student behavior on tasks reflecting real-world requirements; and (3) scoring reveals patterns in students' learning and thinking. An example of a performance assessment task is provided. Performance assessment is evaluated in terms of seven general criteria for assessment, such as the measurement of important learning outcomes; compatibility with a variety of instructional models; and ease of administration, scoring, and interpretation by teachers. (DB)
Descriptors: Curriculum Based Assessment, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Learning, Mastery Learning, Performance, Performance Based Assessment, Student Evaluation, Teaching Models
Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 ($1 each; minimum order $5 prepaid).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Council for Exceptional Children, Reston, VA.; ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.
Identifiers: ERIC Digests
Note: Derived from "Connecting Performance Assessment to Instruction," by Lynn Fuchs; see ED 375 565.