Performance-Based Assessment: Implications of Task Specificity.
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| Title: | Performance-Based Assessment: Implications of Task Specificity. |
|---|---|
| Language: | English |
| Authors: | Linn, Robert L., Burton, Elizabeth |
| Source: | Educational Measurement: Issues and Practice. Spr 1994 13(1):5-8. |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 1994 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers Journal Articles |
| Descriptors: | Educational Assessment, Educational Experience, Generalizability Theory, Interaction, Interrater Reliability, Performance Based Assessment, Scoring, Test Construction, Test Interpretation, Test Results |
| ISSN: | 0731-1745 |
| Abstract: | Generalizability of performance-based assessment scores across raters and tasks is examined, focusing on implications of generalizability analyses for specific uses and interpretations of assessment results. Although it seems probable that assessment conditions, task characteristics, and interactions with instructional experiences affect the achievable generalizability, little evidence is available. (SLD) |
| Entry Date: | 1994 |
| Accession Number: | EJ484362 |
| Database: | ERIC |
| Abstract: | Generalizability of performance-based assessment scores across raters and tasks is examined, focusing on implications of generalizability analyses for specific uses and interpretations of assessment results. Although it seems probable that assessment conditions, task characteristics, and interactions with instructional experiences affect the achievable generalizability, little evidence is available. (SLD) |
|---|---|
| ISSN: | 0731-1745 |
