MUST INSTRUCTIONALLY USEFUL PERFORMANCE ASSESSMENT BE BASED IN THE CURRICULUM
MUST INSTRUCTIONALLY USEFUL PERFORMANCE ASSESSMENT BE BASED IN THE CURRICULUM
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DOI：
10.1177/001440299406100103
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发表时间：
1994-09-01
影响因子：
2.8
通讯作者：
DENO, SL
中科院分区：
文献类型：
--
作者：
FUCHS, LS;DENO, SL
这篇文章的目的是检查的重要性，最显着的特点，被称为基于测试的评估的表现评估方法：测试材料是从学生的教学课程。 首先，我们回顾文献（a）测试和课程之间的匹配和（B）测量效度和教学效用的比较时，抽样学生的表现和教学课程。 其次，我们讨论了抽样表现在课程中的潜在优势和劣势。 在得出结论，从课程中取样是不必要的，我们讨论了三个关键特征，以确保测量的教学效用。
The purpose of this article is to examine the importance of the most salient feature of a performance-assessment approach known as curriculum-based assessment: that testing material be drawn from the students' instructional curricula. First, we review the literature on (a) the match between tests and curricula and (b) comparisons of measurement validity and instructional utility when sampling student performance in and out of the instructional curriculum. Second, we discuss the potential advantages and disadvantages of sampling performance in the curriculum. After concluding that sampling from the curriculum is not essential, we discuss three critical features to ensure the instructional utility of measurement.