Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 2)

Autor/in	Zane, Thomas W.
Titel	Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 2)
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 53 (2009) 3, S.86-94 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
Schlagwörter	Constructivism (Learning); Performance Based Assessment; Performance Tests; Psychometrics; Learning Theories; Evaluation; Educational Environment; Theory Practice Relationship; Scoring Rubrics; Problem Solving; Psychological Testing; Scores; Validity; Cognitive Processes; Educational Improvement + Suchen Sie Ihr Suchwort? Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Psychometry; Psychometrie; Learning theory; Lerntheorie; Evaluierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Theorie-Praxis-Beziehung; Scoring formulas; Auswertungsbogen; Problemlösen; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Gültigkeit; Cognitive process; Kognitiver Prozess; Teaching improvement; Unterrichtsentwicklung
Abstract	Just as objectivist theories have provided foundations for traditional tests, constructivist theories can offer foundations for performance assessment design and development methods. The tenets and principles embedded in various learning theories provide a solid foundation that can be combined with psychometric principles to help assessment developers make consistent, well-founded design and development decisions. Successful use of these foundations depends upon understanding the linkages from theory to practice. Part 1 of this series (found in "TechTrends" 53.1, page 81) focused on principles for domain definition and program-wide assessment specifications. Part 2, presented in this paper, focuses on design principles for specifying individual performance assessment tasks. This paper offers a first attempt at explicitly defining a set of performance assessment design principles. At least two important subsequent steps should be evident at this point for the long term. First, these and other performance assessment design principles need to be researched, tested, revised, and eventually codified into standards of best practice. Second, psychometric theory and practice need to build means for dealing with large-scale, standardized performance assessment--perhaps following a similar path. (Contains 3 footnotes.) [For Part 1, see EJ838561.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10