Principles and Practices of Performance Assessment

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

Research Questions
The major research questions include the following.
KEY CHARACTERISTICS OF PERFORMANCE
ASSESSMENTS
What are the key characteristics of these new assessment strategies? How do these new approaches differ from traditional practices and from prior practice in particular sites?
What key characteristics cut across successful approaches? What characteristics are missing from less successful programs in this area? Why are particular aspects of the model approach especially important?
What are the purposes of these new assessment approaches? Are those aims different from traditional practice and from prior practice in particular sites?
What role was played by research, research-based knowledge, and other information in the design of these new assessment approaches? What evidence documents that role?
What are the content and skills coverages of the assessment? What are the cognitive demands of the assessments?
What methods are available to measure students' sustained performance? What types of material (and how much) should be kept in portfolios at what age or grade levels? What types of assessment measures can be developed from them? For example, what types of material are needed to reflect: depth and breadth of understanding in various subject matter areas, ability to use resources, ability to work productively with peers, individual productivity, and ability to respond appropriately to constructive review and criticism? What are the best arrangements for keeping portfolios or for deciding what they are to contain or when and if they should be cleaned out?

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