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6.3: Summary, References and Resources

  • Page ID
    44688
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    SUMMARY

    You have learned that performance-based assessment can be applied to skills and abilities that cannot be assessed by traditional paper-and-pencil tests. Also, you have learned that performance-based assessment can target process, product, restricted, or extended activities. Moreover, you have learned that performance-based assessment, like other forms of assessment, has definite strengths as well as pronounced weaknesses.

    In our examination of rubrics, you have learned that although generic rubric models are available, it is better to tailor your rubrics to individual performances, as detailed in your objectives. Additionally, you have learned that precise and clearly defined objectives make for easy construction of objective and detailed rubrics that minimize scoring subjectivity.

    Chapter 6 References

    Arter, J. & McTighe, J. (2001). Scoring Rubrics in the Classroom . Thousand Oaks, CA: Corwin Press.

    Betts, L. & Hartley, J. (2012). The effects of changes in the order of verbal labels and numerical values on children’s scores on attitude and rating scales. British Educational Research Journal, 38 , 319-331.

    Bookhart, S.M. & Nitko, A. J. (2015). Educational assessment of students (8 th edition). New York: Pearson.

    Borich, G.D. & Tombari, M.L. (2004). Educational assessment for the elementary and middle school classroom, (2 nd edition). Upper Saddle River, NJ: Pearson.

    Creech, S. (1994). Walk two moons . New York: HarperCollins.

    Gray, J.S., Connolly, J.P., & Brown, M.A. (2019). Measuring intercultural knowledge and competence in college essays: Does a performance-based rubric have construct validity? Studies in Educational Evaluation , 62 , 142–148.

    Potter, B.S., Ernst, J.V., & Glennie, E.J. (2017). performance-based assessment in the secondary STEM classroom. Technology & Engineering Teacher , 76 (6), 18–22.

    Sambell, K., Brown, S., & Race, P. (2019). Assessment to support student learning: eight challenges for 21st century practice. AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education , 11 (2), 1–15.


    Chapter 6 Resources

    Hambleton, R.K. & Murphy, E. (1992). A psychometric perspective on authentic measurement. Applied Measurement in Education, 5 , 1-16.

    Miller, M.D., Linn, R.L. & Gronlund, N.E. (2013). Measurement and assessment in teaching (11 th edition). Upper Saddle River, NJ: Pearson.

    Rudner, L.M. & Boston, C. (1994). Performance assessment. The ERIC Review, 3 (1), 2-12.

    Russo, J.M., Williford, A.P., Markowitz, A.J., Vitiello, V.E. & Bassok, D. (2019). Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs. Early Childhood Research Quarterly , 48 , 14–25.

    Shavelson, R.J., Baxter, G.P., & Gao, X. (1993). Sampling variability of performance assessments. Journal of Educational Measurement, 30 , 215-232.

    Snyder, S. (2019). Authentic assessment: artifacts, presentations, and rubrics validate learning. Principal , 6–9.

    Stiggins, R.J. (1987). Design and development of performance assessment. Educational Measurement: Issue and Practice, 6 (3), 33-42.

    Verhavert, S., Bouwer, R., Donche, V., & De Maeyer, S. (2019). A meta-analysis on the reliability of comparative judgement. Assessment in Education: Principles, Policy & Practice , 26 (5), 541–562.


    This page titled 6.3: Summary, References and Resources is shared under a not declared license and was authored, remixed, and/or curated by Edwin P. Christmann, John L. Badgett, & Mark D. Hogue.