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Source
| Applied Measurement in… | 6 |
Author
| Aschbacher, Pamela R. | 1 |
| Barnes, Laura L. B. | 1 |
| Baron, Joan Boykoff | 1 |
| Dunbar, Stephen B. | 1 |
| Klein, Stephen P. | 1 |
| McBee, Maridyth M. | 1 |
| Quellmalz, Edys S. | 1 |
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| Journal Articles | 6 |
| Reports - Evaluative | 4 |
| Reports - Research | 2 |
| Guides - Non-Classroom | 1 |
| Speeches/Meeting Papers | 1 |
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| Vermont | 1 |
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Peer reviewedKlein, Stephen P.; And Others – Applied Measurement in Education, 1995
Portfolios are the centerpiece of Vermont's statewide assessment program in mathematics. Portfolio scores in the first two years were not reliable enough to permit the reporting of student-level results, but increasing the number of readers or the number of portfolio pieces is not operationally feasible. (SLD)
Descriptors: Educational Assessment, Elementary Secondary Education, Mathematics Tests, Performance Based Assessment
Peer reviewedQuellmalz, Edys S. – Applied Measurement in Education, 1991
It is proposed that criteria for evaluating the quality of performance should be defined, at least tentatively, during the initial design of a performance assessment. Six characteristics of sound criteria are (1) significance; (2) fidelity; (3) generalizability; (4) developmental appropriateness; (5) accessibility; and (6) utility. (SLD)
Descriptors: Child Development, Cognitive Tests, Educational Assessment, Evaluation Criteria
Peer reviewedMcBee, Maridyth M.; Barnes, Laura L. B. – Applied Measurement in Education, 1998
The temporal stability and intertask consistency of an eighth-grade mathematics performance assessment and how task similarity affects the ability to generalize results of the assessments were studied with results from 101 eighth graders. Results support the suggestion that large-scale performance assessments be used with considerable caution…
Descriptors: Academic Achievement, Grade 8, Junior High School Students, Junior High Schools
Peer reviewedDunbar, Stephen B.; And Others – Applied Measurement in Education, 1991
Issues pertaining to the quality of performance assessments, including reliability and validity, are discussed. The relatively limited generalizability of performance across tasks is indicative of the care needed to evaluate performance assessments. Quality control is an empirical matter when measurement is intended to inform public policy. (SLD)
Descriptors: Educational Assessment, Generalization, Interrater Reliability, Measurement Techniques
Peer reviewedAschbacher, Pamela R. – Applied Measurement in Education, 1991
The University of California's (Los Angeles) Center for Research on Evaluation, Standards, and Student Testing survey of state assessment directors reveals that about 25 states currently study or develop performance assessments. Obstacles to statewide use of performance assessments were expressed. The new Student Assessment Exchange should…
Descriptors: Accountability, Cost Effectiveness, Educational Assessment, Educational Improvement
Peer reviewedBaron, Joan Boykoff – Applied Measurement in Education, 1991
A series of 19 questions illuminates the characteristics of effective performance assessments in 3 sections: (1) the nature of assessment; (2) properties of effective tasks; and (3) making tasks meaningful and engaging. A fourth section offers practical suggestions for the construction of performance assessments and for teacher involvement. (SLD)
Descriptors: Decision Making, Educational Assessment, Elementary Secondary Education, Evaluation Methods
