Performance Assessments for Adult Education Exploring the Measurement Issues: Report of a Workshop (2002) / Chapter Skim
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Pages 71-83
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From page 71... ...
71 5 Developing Performance Assessments for the National Reporting System Many in the adult education community believe that performanceassessments are more congruent with the goals and real-life sce-narios of adult learners and allow for broader measurement of adult learners' skills than standardized multiple-choice tests, such as CASAS and TABE (described in Chapter 2)
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72 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION ACHIEVING DOMAIN COVERAGE Several approaches for achieving domain coverage were suggested during the workshop. Two of these are examined in this section: the critical indicator approach and the domain sampling approach.
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DEVELOPING PERFORMANCE ASSESSMENTS FOR THE NRS 73 Once critical indicators are identified, the time requirement for assessment is low. By focusing on critical skills and using a short screening pretest to assign performance tasks, this strategy attempts to use what is known about the structure of the domain and what is learned about the functioning level of the examinee to administer only those tasks most likely to be informative for that particular person.
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74 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION knowledge of the content area, and they must be confident that these tasks are representative. Reckase said that there are two disadvantages to the domain sampling approach.
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DEVELOPING PERFORMANCE ASSESSMENTS FOR THE NRS 75 sessment tasks that assess numeracy skills. As Myrna Manly commented, context is a key feature that increases the authenticity of the task.
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76 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION fied for either a short or long response; and they can be administered in either individual or group format. At the same time, as Mari Pearlman pointed out, substantial effort is required to design a system for evaluating responses to written scenarios.
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DEVELOPING PERFORMANCE ASSESSMENTS FOR THE NRS 77 2000; Reckase, 1995; Reckase and Welch, 1999)
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78 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION student's performance is more relevant to him or her individually and less commensurate with those of other students. As a result, there is more judgment involved in mapping performances into a common framework (such as the NRS levels)
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DEVELOPING PERFORMANCE ASSESSMENTS FOR THE NRS 79 cess, making it more efficient and flexible. With computer-based testing, a paper-and-pencil test is converted to a computer-administered test.
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80 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION tor; consequently instructors are not overwhelmed by testing responsibilities)
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DEVELOPING PERFORMANCE ASSESSMENTS FOR THE NRS 81 scribed here for its instructional purposes even though it would not fulfill the NRS requirements. MSPAP is a criterion-referenced assessment3 based on the Maryland learning outcomes.
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82 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION pertains to the four aspects of task development. He stressed that when a performance task is constructed it is crucial to consider these questions: (1)
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DEVELOPING PERFORMANCE ASSESSMENTS FOR THE NRS 83 national audit of the assessment system used by each state could be conducted, and a "weight" or grade could then be assigned to each state's system. Adjustments could be made to account for any major differences across the states.
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