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…

Argues that selecting data according to expected information gain, as proposed by M. Oaksford and N. Chater (1994, 1996), leads to suboptimal performance in Bayesian hypothesis testing. Procedures are presented that are better justified normatively, their psychological implications are explored, and a number of novel predictions are derived under…

Argues that Klauer's proposal (1999) and proposal presented are equally well justified from a normative perspective and that, where the predictions of the two approaches diverge, the existing empirical evidence is consistent with the information gain approach. Recommends that more empirical research is required to decide between these two…

The concerns postmodernists have about evaluations, especially in education, are explored. Postmodernist and standards-based perspectives on evaluation are described, and specific questions about the role of postmodernism in evaluation are addressed from a standards-based perspective. (SLD)

Suggests that performance measurement data already being collected could become more useful, at low additional cost, by further analyzing the relationships among the measures, especially across time. Using logic models and analyzing variability among program delivery units could provide evidence for hypothesized connections among delivery,…

Explores the challenges of performance measurement in the context of political and resource pressures that frame the demand and supply of program evaluation. Professional evaluators must be resourceful and efficient in using their intellectual and persuasive powers to enlighten politicians and the public about program theory and effective…

Describes recent improvements in the Chicago Public Library's performance evaluation system that has made it more participative and effective. Discusses three areas of change: broadening the range and improving the relevance of the appraisal criteria; increasing the number of rating criteria; and requiring narrative commentaries on employee…

Describes the different types of scoring rubrics, explains why scoring rubrics are useful, and presents a process for developing scoring rubrics. Concludes with a description of resources that contain examples of the types of scoring rubrics and additional guidance for the scoring rubric development process. (SLD)

Suggest that the insistence on reporting in terms of performance standards in situations where they are not essential has been more harmful than helpful. Discusses variability in the definitions of proficient academic achievement by status for purposes of the No Child Left Behind Act of 2001. (SLD)

Assessment is an ever changing and challenging topic for teacher-librarians and teachers. Designing authentic assessment tools that help students know what is expected of them as well as providing options for unbiased evaluation are feats for even a master educator. This column focuses on Web sites that provide insight into the authentic…

The effectiveness of two types of adjunct questions, standard embedded questions and "why" questions (elaborative interrogation), was investigated for readers differing in structure-building ability (Gernsbacher, 1990). Participants read a textbook chapter either with or without the adjunct questions. Learning was assessed with typical…

Objective: Current theories hypothesize that deficits in executive functioning (EF) are responsible for the symptoms of ADHD and that specific patterns of EF deficits may be associated with different subtypes of ADHD. The present study evaluates the validity and clinical usefulness of the Behavior Rating Inventory of Executive Function, a behavior…

To provide an accurate reading of students' and schools' rates of progress, and to provide cues for instruction, assessment at every level should be connected to explicit learning goals and standards. To show how this requirement can be fulfilled, and how research-based assessment can effectively support learning and instruction, this article…

The Individuals with Disabilities Education Improvement Act of 2004 mandates that students with disabilities graduating or aging out of the P-12 school system be provided with a summary of academic achievement and functional performance (SOP). The SOP should provide the student with one document that summarizes available formal and informal…

This study reports the preliminary results from a field test of the College-readiness Performance Assessment System (C-PAS), a large-scale, 6th-12th grade criterion-referenced assessment system that utilizes classroom-embedded performance tasks to measure student progress toward the development of key cognitive skills associated with success in…