One-parameter (1PPC) and two-parameter partial credit (2PPC) models were compared using real and simulated data with constructed response items present. Results suggest that the more flexible three-parameter logistic-2PPC model combination produces better model fit than the combination of the one-parameter logistic and the 1PPC models. (SLD)

Describes using performance tasks as an assessment method to evaluate student achievement. Explains how to build a task-specific rubric and provides a list of do's and don'ts for teachers. (YDS)

Attempts to place the issues associated with computer-automated scoring within the context of current validity theory and presents a taxonomy of automated scoring procedures as a framework for discussing threats to validity that may take on increased importance for specific approaches to automated scoring. (SLD)

Provides an overview of performance management and appraisal in New Zealand schools. Outlines a model of principal appraisal that demonstrates an integration of development and accountability elements. Draws on three studies to identify key features of appraisal effectiveness. (SLD)

Examines data from four secondary schools struggling to develop and implement authentic learning and assessment over a three-year period. The schools did not succeed due to several interrelated factors: lack of foundational knowledge, the dominance of privacy and classroom autonomy norms, teacher time and student control issues, efficacy issues,…

Describes the use of portfolio cards in K-12 physical education (PE), presenting four principles to help PE teachers integrate authentic assessment and outcome items (clarity of focus, expanded opportunity, high expectations, and designing down). (SM)

Studied reasoning dimensions underlying science achievement in a test made of items from three national and international examinations and items from only one of the tests (National Education Longitudinal Study of 1988; NELS:88) and in performance test results for 35 students from the larger study. Findings provide tentative support for three…

Explores the origins of clinical competence assessment in nursing education and reviews two British research projects. Finds little evidence of systematic approaches to competence assessment and no evidence of instrument reliability and validity. Expresses concern that it poses a barrier to the education of nurses. (SK)

Provides advice on designing scoring rubrics, rating scales as opposed to checklists, for use with performance assessments. Discusses holistic and analytic rubrics, and lists the steps in rubric development. (SLD)

Illustrates and evaluates the reliability and accuracy of an efficient performance-based behavioral recording procedure to record both appropriate and problem behaviors with persons with developmental disabilities. The results demonstrate that performance-based behavioral recording procedures are precise and efficient methods of recording…

Introduces the articles of this theme issue focusing on the involvement of key stakeholder groups in the validation of large-scale high-stakes assessments. Each makes a unique but complementary contribution to the understanding of the demands of a comprehensive validation effort. (SLD)

Compares three competence assessment strategies that differ in the forms and amounts of evidence required and process of obtaining it: (1) performance samples; (2) workplace observations; and (3) evidence of prior achievements. Concludes that performance evidence may need to be supplemented with prior observations or achievement records and that…

In Australia, different methods of assessing attainment of workplace competencies and national standards are underway. A major concern is how to report information to potential employers in sufficient detail to assist hiring decisions. Reporting methods must recognize that results are used for different purposes; a balance should be struck between…

Education's "new paradigm" emphasizes the meaning behind learning. It necessitates authentic assessment--examining students' basic skills, control of information, higher level understanding, personal characteristics, and habits of mind. (SK)

Authentic assessment methods such as performance-based assessment can benefit students from low income or diverse linguistic backgrounds if teachers understand how to build on students' cultural and linguistic resources, recognize influences of their own culture, and address equity issues such as costs and gatekeeping effects. (SK)