Descriptor
| Validity | 2 |
| Educational Policy | 1 |
| Elementary Secondary Education | 1 |
| High Stakes Tests | 1 |
| Performance Based Assessment | 1 |
| Performance Factors | 1 |
| Scores | 1 |
| Scoring | 1 |
| Stakeholders | 1 |
| Standards | 1 |
| Test Interpretation | 1 |
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Source
| Educational Measurement:… | 2 |
Author
| Kane, Michael | 2 |
| Cohen, Allan | 1 |
| Crooks, Terence | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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Peer reviewedKane, Michael; Crooks, Terence; Cohen, Allan – Educational Measurement: Issues and Practice, 1999
Analyzes the three major inferences involved in interpretation of performance assessments: (1) scoring of the observed performances; (2) generalization to a domain of assessment performances like those included in the assessment; and (3) extrapolation to the large performance domain of interest. Suggests ways to improve the validity of performance…
Descriptors: Performance Based Assessment, Performance Factors, Scoring, Test Interpretation
Peer reviewedKane, Michael – Educational Measurement: Issues and Practice, 2002
Makes the point that the interpretations and use of high-stakes test scores rely on policy assumptions about what should be taught and the content standards and performance standards that should be applied. The assumptions built into an assessment need to be subjected to scrutiny and criticism if a strong case is to be made for the validity of the…
Descriptors: Educational Policy, Elementary Secondary Education, High Stakes Tests, Scores
