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Creating Meaningful Performance Assessments. ERIC Digest E531. Elliott, Stephen N [microform]
Creating Meaningful Performance Assessments. ERIC Digest E531. Elliott, Stephen N [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 보고서번호
- EDO-EC-94-2RR93002005
- 청구기호
- 서명/저자
- Creating Meaningful Performance Assessments. ERIC Digest E531. : Elliott, Stephen N - [microform]
- 발행사항
- 형태사항
- 3; 1
- 총서명
- ERIC Reports
- 주기사항
- 3p.; Derived from Creating Meaningful Performance Assessments: Fundamental Concepts, by Stephen N. Elliott; see ED 375 566.
- 초록/해제
- 요약This digest offers principles of performance assessment as an alternative to norm-referenced tests. The definition of performance assessment developed by the U.S. Congresss Office of Technology and Assessment is given, common features are listed, and the terms performance and authentic are defined. Suggested guidelines for ad dressing validity in performance assessments focus on internal characteristics of the assessment, the relationship of the measure to similar measures or future performance, and the intended effects of using the instrument. In providing evidence for the reliability and validity of performance assessment, evaluators are urged to ad dress: (1) assessment as a curriculum event; (2) task content alignment with curriculum; (3) scoring and subsequent communications with consumers; and (4) linking and comparing results over time. Teachers are urged to use performance assessments in ways which will interact with instruction. (DB)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 기금정보
- Office of Educational Research and Improvement (ED), Washington, DC.
- 일반주제명
- 키워드
- 기타저자
MARC
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■002ED381985
■00520020813193404
■007heuumu---buua
■008980928s1995 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■088 ▼aEDO-EC-94-2▼aRR93002005
■090 ▼a370.78▼bE68
■24500▼aCreating Meaningful Performance Assessments. ERIC Digest E531.▼cElliott, Stephen N▼h[microform]
■260 ▼aU.S.; Virginia▼bCouncil for Exceptional Children, Reston, Va.; ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.▼cJun 95
■300 ▼a3; 1
■440 0▼aERIC Reports
■500 ▼a3p.; Derived from Creating Meaningful Performance Assessments: Fundamental Concepts, by Stephen N. Elliott; see ED 375 566.
■520 ▼aThis digest offers principles of performance assessment as an alternative to norm-referenced tests. The definition of performance assessment developed by the U.S. Congresss Office of Technology and Assessment is given, common features are listed, and the terms performance and authentic are defined. Suggested guidelines for ad dressing validity in performance assessments focus on internal characteristics of the assessment, the relationship of the measure to similar measures or future performance, and the intended effects of using the instrument. In providing evidence for the reliability and validity of performance assessment, evaluators are urged to ad dress: (1) assessment as a curriculum event; (2) task content alignment with curriculum; (3) scoring and subsequent communications with consumers; and (4) linking and comparing results over time. Teachers are urged to use performance assessments in ways which will interact with instruction. (DB)
■521 ▼aPractitioners
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■536 ▼aOffice of Educational Research and Improvement (ED), Washington, DC.
■650 4▼xEducation
■653 ▼aDefinitions▼aElementary Secondary Education▼aEvaluation Methods▼aGuidelines▼aPerformance▼aStudent Evaluation▼aTest Reliability▼aTest Validity▼aERIC Digests▼aPerformance Based Evaluation
■7001 ▼aElliott, Stephen N.
■999 ▼a071
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