Assessing Performance: Designing, Scoring, and Validating by Robert L. Johnson PhD, Visit Amazon's James A. Penny PhD

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 entire source for overview practitioners, this ebook offers step by step suggestions for constructing, administering, scoring, and validating a number of functionality projects, together with literacy and different forms of skillability exams. The authors discover the way to determine the aim of the overview and the way to enhance scoring instruments, educate raters, decrease rater bias, evaluate ratings and file effects, and use item-level and test-level analyses to optimize reliability and validity. in actual fact written and good prepared, the publication contains many useful examples and available reasons of strategies and statistical tactics. It encompasses the breadth of purposes of functionality review this present day, from academic trying out and the credentialing of pros to investigate and application evaluation.


User-friendly good points include:

*Checklists of actions to accomplish at each one degree of a functionality evaluate

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

*Annotated feedback for extra examining

*A quick-reference word list of terms

*Examples drawn from a number of academic licensure contexts


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

Example text

The assessment is a series of performance tasks developed to identify gifted students in underrepresented populations or students not identified by traditional assessments (VanTassel-Baska, Jonson, & Avery, 2002). Students’ verbal and nonverbal skills are assessed using an open-ended format. The verbal section includes problem solving, persuasive writing, analogies, verbal relationships, letter puzzles, and verbal reasoning. The nonverbal section includes arithmetic problem solving, number concepts, logic, proportional reasoning, patterns, number theory, spatial reasoning/visualization, spatial patterning, geometry, and transformations.

37). The description of the domain or construct should clearly establish the dimensions of knowledge, skills, processes, and so on, included in the assessment and the dimensions that are excluded. , 2003). Understanding of text focuses on examinees’ comprehension strategies of forming a general understanding, developing interpretations, making reader–text connections, and examining content and structure. These reading strategies, then, are aspects of the construct of reading. 1. , systems, models, patterns of change) Note.

19–20). , what is meant by ‘minimal degree of competency’)” (Lenel, 1990b, p. 41). In explaining the purpose of licensure examinations in the field of law, Lenel reminds us that the essential knowledge and skills should be delineated and advanced skills should be avoided in a test of minimal competency. In education, tests are often used to make inferences about the student’s (1) mastery of content in curriculum domains, (2) abilities in cognitive domains, and (3) potential in a future criterion setting (Millman & Greene, 1993).

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