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Making Performance Assessment Work: The Road Ahead.
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Baker, Eva L. – Educational Leadership, 1994
Teachers must learn to distinguish among performance assessments of different quality and appropriateness. Design criteria (cognitive complexity, linguistic appropriateness, content quality and coverage, and meaningfulness) are judged by examining assessment tasks and scoring rubrics. Effects criteria (transfer, generalizability, instructional…
Descriptors: Context Effect, Elementary Secondary Education, Evaluation Criteria, Guidelines