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 accomplished source for review practitioners, this booklet presents step by step suggestions for constructing, administering, scoring, and validating more than a few functionality projects, together with literacy and different varieties of skillability exams. The authors discover find out how to determine the aim of the overview and the way to improve scoring instruments, teach raters, decrease rater bias, assessment ratings and file effects, and use item-level and test-level analyses to optimize reliability and validity. basically written and good geared up, the booklet contains many functional examples and obtainable motives of thoughts and statistical techniques. It encompasses the breadth of functions of functionality evaluation this present day, from academic trying out and the credentialing of pros to investigate and software evaluation.


User-friendly positive factors include:

*Checklists of actions to accomplish at every one level of a functionality evaluate

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

*Annotated feedback for additional examining

*A quick-reference thesaurus of terms

*Examples drawn from a number of academic licensure contexts


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

Sample text

Because the purpose of a test is typically to determine the understanding of a particular group of examinees, part of the identification of subject-area content and KSAs is the description of the examinee population. The content of a science examination for students in second grade will differ from the content of a science examination for students in eighth grade. 2. 2. , difficulty and discrimination) • Interrater reliability • Score reliability • Equating • Validity Note. Summarized from AERA, APA, and NCME (1999); Downing (2006); Haertel & Linn (1996); International Test Commission (2006); Lane (1993); Lane and Stone (2006); Lenel (1990b); Millman and Greene (1993); MPR Associates (1997); Reckase (1997); and Stecher et al.

1 in Chapter 1 shows some of the varied purposes of tests: improving program services, determining an examinee’s qualification for high school graduation, informing admissions decisions at universities, and deciding whether an examinee can demonstrate the fundamental clinical skills essential for safe practice. Defining the purpose and specifying the nature of the inferences are critical in the development of an assessment (Millman & Greene, 1993). The purpose of the test provides an operational definition of the proposed assessment and guides decisions related to design activities (Downing, 2006).

The test specifications guide the test developers in the production of an assessment consistent with the important content as identified by professionals in education or the knowledge, skills, and abilities (KSAs) as identified by subject-matter experts (SMEs) in a profession. In the instance of an assessment developed in-house for a research study or program evaluation, the development of test specifications reminds the researcher or evaluator of the various tasks to complete in the design of an assessment prior to its use.

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