NCCRESt

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Performance Based Assessment

• A 75-Year Legacy on Assessment: Reflections from an Interview with Ralph W. Tyler
  This article presents an interview with Professor Ralph W. Tyler (a pioneer in the field of education and assessment) that lends some historical perspective to the current alternative assessment movement.
• Addressing Cultural Context in the Development of Performance-based Assessments and Computer-adaptive Testing: Preliminary Validity Considerations
  Discusses the research and steps needed to develop performance-based and computer-adaptive assessments that are culturally responsive. Supports the development of a new conceptual framework and more explicit guidelines for designing culturally responsive assessments.
• Assessment in the Context of Culture and Pedagogy: A Collaborative Effort, a Meaningful Goal. Introduction and Overview
  The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments.
• Culturally Responsive Performance-based Assessment: Conceptual and Psychometric Considerations
  Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns.
• Design and Implementation of a Performance-Based Assessment System for the Preparation of Effective Teachers for a Diverse Society
  This document describes Harris-Stowe State College's (HSSC's) Performance-Based Design System for the Preparation of Effective Teachers for a Diverse Society. The program prepares teachers who possess subject matter, sociocultural, instructional, and personal-professional competencies that mirror effective teaching practices for enhancing P-12 student achievement.
• Educative Assessment: Designing Assessments to Inform and Improve Student Performance
  "(Excerpt from Preface of book) This book presents a rationale for learning-centered assessment in our schools and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs. It argues that we need a different kind of student assessment than the one most schools now use.