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 finished source for review practitioners, this ebook presents step by step advice for constructing, administering, scoring, and validating a variety of functionality projects, together with literacy and different kinds of skillability checks. The authors discover the best way to identify the aim of the evaluation and the way to increase scoring instruments, educate raters, lessen rater bias, evaluation rankings and file effects, and use item-level and test-level analyses to optimize reliability and validity. in actual fact written and good prepared, the booklet contains many sensible examples and available motives of strategies and statistical methods. It encompasses the breadth of purposes of functionality evaluation at the present time, from academic checking out and the credentialing of execs to analyze and software evaluation.

 

User-friendly gains include:

*Checklists of actions to accomplish at each one level of a functionality overview

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

*Annotated feedback for additional studying

*A quick-reference thesaurus of terms

*Examples drawn from a number of academic licensure contexts

(20100305)

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

Example text

Evaluate the effectiveness of artworks in terms of structure and function. (South Carolina Department of Education [SCDE], 2003, p. 137) Thus the standards integrate content with process skills, such as “create” and “evaluate,” and a separate dimension is not required in the specifications table. In considering the number of tasks to specify for an assessment, a body of research into task score variance indicates that an examinee’s performance is task specific—that is, an examinee’s score will not closely predict his or her score on another task.

Scores) then guide the design of the assessment (AERA, APA, & NCME, 1999). Credentialing examinations illustrate the purpose of the test guiding its design. The general purpose of credentialing examinations is to assure the public that individuals in a field are qualified to practice in a profession (Raymond, 2001, 2005; Raymond & Neustel, 2006; Wang, Schnipke, & Witt, 2005). , performance assessment) are designed to elicit a process of history taking and physical examination that demonstrates the examinee’s ability to list and pursue various plausible diagnoses.

2003). 2 provides an example of the specification of content, number of items, and item format. To gauge student understanding in the visual arts, the South Carolina Arts Assessment Program (SCAAP) Table of Specifications for Visual Arts Content Standards Content Standard Percentages 1. Understanding and Applying Media, Techniques, and Processes 2. Using Knowledge of Structures and Functions 15% 25% 3. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas 4. Understanding the Visual Arts in Relation to History and Cultures 5.

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