Principles and Practices of Performance Assessment

By Nidhi Khattri; Alison L. Reeve et al. | Go to book overview

1 Introduction1
This book on the 3-year research project, Studies of Education Reform: Assessment of Student Performance, begins by examining the impetus behind and issues associated with assessment reform--a phrase commonly understood to mean the systematic shift at all levels of education organization toward performance assessments and away from multiple-choice tests for instruction, accountability, or student certification. Developing and implementing nonmultiple-choice methods of assessing student performance has become a major, and controversial, part of the education reform movement currently sweeping the nation.Our ultimate purpose in this study was to elucidate the status of assessment reform in U.S. education systems and to offer recommendations for policy and future research. The major objectives of the study were as follows2:
∙ To document and analyze key characteristics of performance assessments.
∙ To document and analyze facilitators and barriers in assessment reform.
∙ To document and assess impacts of performance assessments on teaching and learning.

This chapter provides a historical overview of the current movement toward the development and use of performance assessments, outlines the relationship of assessment reform to broader issues in education reform, highlights the technical and measurement questions related to the use of performance assessments, and provides a brief overview of the study objectives and design. The subsequent chapters discuss the findings as well as research and policy implications of this study. The appendixes offer a more detailed discussion of the study design, summaries of the case studies, and a list of the major research questions.

____________________
1
This chapter is a modified version of Khattri and Sweet ( 1996).
2
The specific research questions are presented in Appendix C.

-1-

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Principles and Practices of Performance Assessment
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Foreword vii
  • Preface xi
  • 1- Introduction 1
  • 2- Characteristics of Performance Assessments 15
  • 3- Facilitators and Barriers In Assessment Reform 62
  • 4- Teacher Appropriation Of Performance Assessments 85
  • 5- Impact of Performance Assessments on Teaching And Learning 119
  • 6- Assessment Reform: Findings And Implications 143
  • Appendix A- Study Objectives and Design 165
  • Appendix C 233
  • References 237
  • Author Index 241
  • Subject Index 243
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