The Concept of Performance Levels in Criterion-Referenced Assessment.

Autor/in	Hewitson, Mal
Titel	The Concept of Performance Levels in Criterion-Referenced Assessment.
Quelle	(1988), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Achievement Tests; Cost Effectiveness; Criterion Referenced Tests; Diagnostic Tests; Educational Assessment; Elementary Secondary Education; Foreign Countries; Mastery Learning; Mastery Tests; Performance Based Assessment; Standard Setting (Scoring); Student Evaluation; Test Reliability; Test Validity; Testing Problems + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Diagnostic test; Diagnostischer Test; Education; assessment; Bewertungssystem; Ausland; Leistungsermittlung; Bewertungsskala; Schulnote; Studentische Bewertung; Testreliabilität; Testvalidität
Abstract	The concept of performance levels in criterion-referenced assessment is explored by applying the idea to different types of tests commonly used in schools, mastery tests (including diagnostic tests) and achievement tests. In mastery tests, a threshold performance standard must be established for each criterion. Attainment of this threshold signifies mastery. Performance levels in diagnostic testing are a special category of performance levels in mastery tests, but the focus is on the learning function rather than the certification function of the tests. Achievement tests are designed to measure the extent to which specified performance objectives are obtained. A range of performance standards is specified, on the basis of which student performance is differentiated. The practical difficulties in implementing criterion-referenced assessment are described. It must be considered whether the percentage increase in validity, reliability, and objectivity of grades awarded under a system of pure criterion-referenced assessment is likely to warrant the investment of teacher time, effort, and frustration that may be required. Three diagrams and five tables illustrate the discussion. (Contains 5 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC