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At the root of the performance assessment movement is fairly widespread dissatisfaction with high-stakes multiple-choice tests. Many critics of multiple-choice tests argue that to improve instruction, tests themselves will have to improve. Hundreds of schools around the country are already experimenting with performance assessments, and many states are also experimenting with performance assessment. The states farthest along the road to performance assessment are Connecticut and Vermont. Vermont is the first state to use portfolios as part of a statewide assessment program. Among the advantages of performance assessments are the authenticity of what they say about what is assessed, the ways in which they offer students genuine intellectual challenges, and the opportunity they offer for restructuring schools. Problems with performance assessments are recognized in the areas of scoring, validity, instruction versus accountability, time constraints and teacher resistance, and cost. Those who decide to explore performance assessments can benefit from the experience of those who have already worked in this area. A supplement lists 27 resources for those interested in performance assessment, as well as organizations active in the field and state contact people. (SLD)

Descriptors: Accountability, Achievement Tests, Cost Effectiveness, Educational Assessment, Educational Improvement, Elementary Secondary Education, High Stakes Tests, Multiple Choice Tests, Performance Based Assessment, Portfolios (Background Materials), School Restructuring, Scoring, Standardized Tests, Student Evaluation, Test Construction, Test Use, Testing Problems

Indiana Education Policy Center, Bloomington Office, Smith Center for Research in Education, Suite 170, Indiana University, Bloomington, IN 47405.









Autor: Buechler, Mark

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11942&id=ED360388



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