ERIC Number: ED353329
Record Type: RIE
Publication Date: 1992-Nov
Sweet, David; Zimmermann, Jacquelyn, Ed.
Education Research Consumer Guide, n2 Nov 1992
This document describes performance assessments (PAs) (alternative assessments or authentic assessments). PA requires students to perform a task rather than select an answer on a ready-made list. Some methods that have been used successfully to assess performance include open-ended or extended response exercises, extended tasks, and portfolios. These methods require that students actively develop their approaches to the task under defined conditions, knowing that their work will be evaluated according to agreed-upon standards. PAs may be a more valid indicator of students' knowledge and abilities that traditional assessments. PAs can provide impetus for improving instruction and increase students' understanding of what they need to know and be able to do. Learning how and where data can be applied should be a central part of curriculum. PAs require students to structure and apply information and engage them in active learning. PAs should be based on the curriculum, rather than constructed by persons unfamiliar with the particular state, district, or school curriculum. PAs provide worthwhile tasks that present interesting possibilities for applying an area of curriculum-related knowledge and skills and are inherently instructional. Compared to traditional measures, PAs require a greater expense of time, planning, and thought from students and teachers. Users must pay close attention to technical and equity issues to ensure that PAs are fair to all students. Three examples of successful strategies school, in a Tennessee city school district, and by the Vermont State Department of Education are included, as are 16 addresses of sources of additional information. (RLC)
Publication Type: Collected Works - Serials; Reports - Descriptive
Education Level: N/A
Authoring Institution: Office of Educational Research and Improvement (ED), Washington, DC.
Grant or Contract Numbers: N/A