By Robert L. Johnson PhD, Visit Amazon's James A. Penny PhD Page, search results, Learn about Author Central, James A. Penny PhD, , Belita Gordon PhD

A complete source for review practitioners, this booklet offers step by step counsel for constructing, administering, scoring, and validating more than a few functionality initiatives, together with literacy and different forms of skillability tests. The authors discover tips to identify the aim of the review and the way to improve scoring instruments, educate raters, lessen rater bias, evaluation rankings and record effects, and use item-level and test-level analyses to optimize reliability and validity. in actual fact written and good equipped, the booklet comprises many functional examples and available factors of options and statistical systems. It encompasses the breadth of purposes of functionality overview at the present time, from academic trying out and the credentialing of pros to analyze and application evaluation.

 

User-friendly good points include:

*Checklists of actions to accomplish at every one level of a functionality evaluation

*End-of-chapter inquiries to facilitate self-study

*Annotated feedback for extra studying

*A quick-reference thesaurus of terms

*Examples drawn from a number of academic licensure contexts

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Extra info for Assessing Performance: Designing, Scoring, and Validating Performance Tasks

Sample text

One example is the short attention span of young children because such an examinee characteristic requires developers to attend to the test length. By describing the examinee population in the specifications, test developers can attend to the appropriateness of the content and other test characteristics for the particular examinee population. Because the procedure for identifying the important content or KSAs differs for education and credentialing examinations, we discuss them separately in the following two sections.

In R. , pp. 387–431). Westport, CT: American Council on Education and Praeger. Provides a synthesis of the literature on the design and use of performance assessments in large-scale educational testing. Topics include a description of performance assessment, the uses of performance assess- An Overview of Performance Assessment 25 ments, their design and scoring, the review of the validity of performance assessments, and applications of generalizability theory and item response theory in performance assessment.

For example, in the 1980s, state testing programs replaced multiple-choice measures of language usage, grammar, and mechanics with writing samples (Stiggins, 1987b). , 1995). In licensure, the 1980s marked a decline in performance testing due to the expense and the high correlation between scores on performance and written tests (Knapp & Knapp, 1995). However, return to the use of performance assessment in the form of clinical examinations occurred due to “a mistrust of paper-and-pencil or multiple-choice tests, a need to see a candidate work with people, and a need to see the candidate perform in a work setting integrating the physical and cognitive skill areas” (Fortune & Cromack, 1995, p.

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