ERIC Number: ED381985
Record Type: RIE
Publication Date: 1995-Jun
Reference Count: N/A
Creating Meaningful Performance Assessments. ERIC Digest E531.
Elliott, Stephen N.
This digest offers principles of performance assessment as an alternative to norm-referenced tests. The definition of performance assessment developed by the U.S. Congress's Office of Technology and Assessment is given, common features are listed, and the terms "performance" and "authentic" are defined. Suggested guidelines for addressing validity in performance assessments focus on internal characteristics of the assessment, the relationship of the measure to similar measures or future performance, and the intended effects of using the instrument. In providing evidence for the reliability and validity of performance assessment, evaluators are urged to address: (1) assessment as a curriculum event; (2) task content alignment with curriculum; (3) scoring and subsequent communications with consumers; and (4) linking and comparing results over time. Teachers are urged to use performance assessments in ways which will interact with instruction. (DB)
Descriptors: Definitions, Elementary Secondary Education, Evaluation Methods, Guidelines, Performance, Performance Based Assessment, Student Evaluation, Test Reliability, Test Validity
Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 ($1 each, $5 minimum order 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 "Creating Meaningful Performance Assessments: Fundamental Concepts," by Stephen N. Elliott; see ED 375 566.