The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Complex, Performance-Based Assessment: Expectations and Validation Criteria
Abstract
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed.
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Citations
Cites
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272 · cited 4×
“, 1991), the scoring criteria for student performance were developed by using contrasts between essays composed by active historians and those produced by teachers and students, following models in Chi, Glaser, and Farr (1988). These expert essays by historians revealed characteristics (such as premise-driven writing…”
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Cited by
An instructional design framework for authentic learning environments
Herrington, J., & Oliver, R. (2000) · Educational Technology Research and Development · doi:10.1007/bf02319856 · Cited by 1,576
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315
Assessing professional competence: from methods to programmes
Van Der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005) · Medical Education · doi:10.1111/j.1365-2929.2005.02094.x · Cited by 1,268
Shifting Conceptions of Validity in Educational Measurement: Implications for Performance Assessment
Moss, P. A. (1992) · Review of Educational Research · doi:10.2307/1170738 · Cited by 434
A framework for evaluation and use of automated scoring
Williamson, D. M., Xi, X., & Breyer, F. J. (2012) · Educational Measurement: Issues and Practice · doi:10.1111/j.1745-3992.2011.00223.x · Cited by 430
Metadata
- Authors
- Linn, R. L., Baker, E. L., & Dunbar, S. B.
- Venue
- Educational Researcher
- Published
- 1991-11
- Volume
- 20
- Issue
- 8
- Pages
- 15
- ISSN
- 0013-189X (ISSN-L)
- OpenAlex
- W2116577120
- Cited by
- 926
- References
- 1
- FWCI
- 236.96
- Type
- journal article
- Language
- en
- Open access
- closed
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- Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, Performance-Based Assessment: Expectations and Validation Criteria. Educational Researcher. https://doi.org/10.2307/1176232
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
