Policy and validity prospects for performance-based assessment  

Oleh:

Linn, Robert L. ; Baker, Eva L. ; O'Neil, Harold F., (Jr.)

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: American Psychologist vol. 48 no. 12 (Dec. 1993), page 1210-1218.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: A88 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

High interest in performance-based assessment of educational achievement is indicated by recent conferences, special journal issues, and national television coverage. The president's and governors , educational goals reflect the central role of assessment in reform. A prominent view is that changes in assessment, using more complex, meaningful, and integrative performal1ce tasks, will improve education. New assessments present challenges to the curriculum, teaching practices, and presentation of student achievement information to policymakers and to the public.

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