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ERIC Number: EJ847094
Record Type: Journal
Publication Date: 2009-May
Pages: 9
Abstractor: ERIC
Reference Count: 27
ISSN: ISSN-8756-3894
Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 2)
Zane, Thomas W.
TechTrends: Linking Research and Practice to Improve Learning, v53 n3 p86-94 May 2009
Just as objectivist theories have provided foundations for traditional tests, constructivist theories can offer foundations for performance assessment design and development methods. The tenets and principles embedded in various learning theories provide a solid foundation that can be combined with psychometric principles to help assessment developers make consistent, well-founded design and development decisions. Successful use of these foundations depends upon understanding the linkages from theory to practice. Part 1 of this series (found in "TechTrends" 53.1, page 81) focused on principles for domain definition and program-wide assessment specifications. Part 2, presented in this paper, focuses on design principles for specifying individual performance assessment tasks. This paper offers a first attempt at explicitly defining a set of performance assessment design principles. At least two important subsequent steps should be evident at this point for the long term. First, these and other performance assessment design principles need to be researched, tested, revised, and eventually codified into standards of best practice. Second, psychometric theory and practice need to build means for dealing with large-scale, standardized performance assessment--perhaps following a similar path. (Contains 3 footnotes.) [For Part 1, see EJ838561.]
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A