ERIC Number: ED263178
Record Type: RIE
Publication Date: 1985-Jun-6
Reference Count: 0
Performance Assessment in Education and Training.
This paper suggests alternatives for assessing various types of learner outcomes, along with a procedure for deciding which method to use. Whatever the context--continuing education, training, business, or the professions--assessing learner outcomes involves a set of four steps. (1) The first step in designing an assessment is to determine its purpose, identify resources, decide whom to assess and when, define what to assess, decide how to assess, create a preliminary plan, and evaluate the plan. (2) The next step is to interpret the learner outcomes, or objectives, in terms of what is to be measured. (3) The third step is selecting assessment instruments; interpreting the learner outcomes helps to determine what type of assessment methods must or should be used to measure specified skills and content. (4) The fourth step is using the results; how results will be used is among the final factors in determining which assessment method to select. This presentation briefly describes various alternative assessment methods, including: actual performance, simulations, observational assessments, oral assessments, paper-and-pencil assessments, and forms of program requirements designed to assess prerequisite skills or knowledge in a non-testing context. (PN)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Council on the Continuing Education Unit (Los Angeles, CA, June 1985).