ERIC Number: ED375566
Record Type: RIE
Publication Date: 1994
Creating Meaningful Performance Assessments: Fundamental Concepts. Performance Assessment: CEC Mini-Library.
Elliott, Stephen N.
This booklet examines fundamental technical and implementation issues involved with large-scale, on-demand performance assessments and teacher-constructed, classroom-based performance assessments, especially for use with students who have disabilities. It discusses definitions and core concepts, outlines theoretical matters, reviews research on performance assessment, examines sources of validity evidence, addresses technical challenges such as alignment of task content with curriculum and "linking" assessments to compare results over time, and analyzes steps in the development and interpretation of an assessment task. The booklet concludes that: (1) apparently, all students can benefit from the classroom use of performance assessments; (2) many of the technical concerns are minimized at the classroom level, given the lower stakes associated with classroom-based decisions; and (3) with regard to the use of performance assessments in statewide assessment programs, where stakes are presumed to be high, more data are needed to temper dogma and ensure quality. (Contains 55 references.) (JDD)
Descriptors: Classroom Techniques, Curriculum Based Assessment, Disabilities, Elementary Secondary Education, Evaluation Methods, Performance Based Assessment, Student Evaluation, Teacher Made Tests, Test Validity
Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 ($8.90 non-members, $6.25 members; Stock No. P5059; $32 set, non-members, $22.50 set, members; Stock No. P5062).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Council for Exceptional Children, Reston, VA.; ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. ERIC/OSEP Special Project on Interagency Information Dissemination.
Grant or Contract Numbers: N/A