Document Type
Issue Area One
Abstract
This is an exploratory paper. The questions are still developing, the responses tentative, the directions unclear. Perhaps more certainty will emerge as thoughtful discussions occur.
Terms need to be defined. What do we mean by performance based, authentic assessment? Is it "after-the-fact" testing? Is it "on-going" based on the ideas of "assessment as learning"? Does the term normative assessment mean standardized, paper-and-pencil, multiple-choice tests that provide information about how individual students perform compared to others? Have we identified potential biases in our use of the terms? Do we recognize, for example, that some normative tests may be able to assess thinking skills? Do we recognize that some testing experiences defined by performance based, authentic assessment developers may be laced with ambiguity? At each stage of the discussion we need to be as precise as possible about the terms we use.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
14
Last Page
17
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Andersen, John K.
(1993)
"Performance-Based Authentic Assessment Issues: Exploratory Considerations,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 6.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/6
