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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
FullText Text:
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  Data: <searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Generalizability+Theory%22">Generalizability Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Interrater+Reliability%22">Interrater Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Interpretation%22">Test Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink>
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  Data: 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)
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      – Text: English
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        Type: general
      – SubjectFull: Educational Experience
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      – SubjectFull: Generalizability Theory
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      – SubjectFull: Interaction
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      – SubjectFull: Interrater Reliability
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      – SubjectFull: Performance Based Assessment
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              Y: 1994
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