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Guion, Robert M. – Educational Measurement: Issues and Practice, 1995
This commentary discusses three essential themes in performance assessment and its scoring. First, scores should mean something. Second, performance scores should permit fair and meaningful comparisons. Third, validity-reducing errors should be minimal. Increased attention to performance assessment may overcome these problems. (SLD)
Descriptors: Educational Assessment, Performance Based Assessment, Scores, Scoring
Messick, Samuel – 1994
The traditional concept of validity divides it into three separate types; content, criterion, and construct validities. This view is fragmented and incomplete, failing to take into account evidence of the value implications of score meaning as a basis for action and of the social consequences of score use. The new unified concept of validity…
Descriptors: Construct Validity, Criteria, Educational Assessment, Hypothesis Testing
Messick, Samuel – 1996
The concept of "washback," especially prominent in the field of applied linguistics, refers to the extent to which a test influences teachers and learners to do things they would not otherwise necessarily do. Some writers invoke the notion of washback validity, holding that a test's validity should be gauged by the degree to which it has…
Descriptors: Applied Linguistics, Construct Validity, Criteria, Language Tests

Klein, 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
Lyman, Howard B. – 1998
The first edition of this book was written to give information about testing to people whose work gave them access to test results, but whose training included little or nothing about the use and interpretation of tests. Later editions have been intended for a broader audience as the need for understanding what test scores really mean has…
Descriptors: Educational Testing, Norm Referenced Tests, Performance Based Assessment, Psychometrics
Fisher, Gwen Laura – 1996
There has been concern over the validity of the Algebra Diagnostic Test (ADT) used to determine the actual level of student preparation for the first quarter of calculus as taught at the University of California, Santa Barbara. It has been hypothesized that performance-based questions, along with the more traditional multiple choice questions,…
Descriptors: Algebra, Calculus, Chemistry, College Freshmen
Seyfarth, John T. – 1993
Performance based assessment refers to tasks that require students to construct responses or take actions to demonstrate specific knowledge or skills. Performance assessment tasks appear in a variety of formats, but they focus on higher order skills and are nonroutine, and sometimes loosely structured, in nature. A number of concerns have been…
Descriptors: Accountability, Comparative Analysis, Educational Assessment, Educational Change

Dunbar, 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

Jovanovic, Jasna; And Others – Education and Urban Society, 1994
To explore the effects that changing to performance-based assessment has had on sex differences in science achievement that had been observed with traditional tests, 3 studies involving more than 906 elementary school students compared scores of males and females on performance-based tests. Few gender differences were found. (SLD)
Descriptors: Academic Achievement, Comparative Analysis, Educational Assessment, Elementary Education
Archbald, Doug A. – 1991
Recent years have seen a new and serious commitment to improving methods of assessing academic performance. Schools, school districts, and states are experimenting with a wide range of assessment alternatives. This paper is about this new commitment to assessment and begins with some background on standardized tests because the rationale for…
Descriptors: Context Effect, Educational Assessment, Educational Background, Educational Innovation

Yen, Wendy M.; Ferrara, Steven – Educational and Psychological Measurement, 1997
The program design and psychometric characteristics of the Maryland School Performance Assessment Program (MSPAP) are described, focusing on scaling, equating, standard setting, score accuracy, and validity. The MSPAP is an innovative performance-based testing program administered annually to students in grades three, five, and eight. (SLD)
Descriptors: Academic Achievement, Achievement Tests, Elementary Education, Grade 3