n Tydskrif vir Geesteswetenskappe - Verrigtingsassessering : potensiële achilleshiel van uitkomsgebaseerde onderwys

Volume 42, Issue 2
  • ISSN : 0041-4751


Performance assessment is ideally suited to assessing the outcomes of outcomes-based education. The essential characteristics of such assessments are indicated and the problems pertaining to their validity and reliability (or generalisability) when they are obtained for the purposes of certification and accountability are considered. The characterisation of performance assessment by its proponents as being authentic and direct does not circumvent the problem of validity, especially as far as the measurement of so-called cross-disciplinary or generic outcomes are concerned. Because ratings play an important role in performance assessment, analyses of the generalisability of the ratings obtained require that students' performances be rated by more than one rater on more than one task. American research findings suggest that generalisability over raters may be improved to some extent by the proper training of raters but that generalisability over tasks is much more difficult to achieve. The resulting financial implications of developing sufficient tasks and of training enough raters to ensure reliable and valid summative assessment results, such as those required for school leaving certificates, are pointed out.

Loading full text...

Full text loading...


Article metrics loading...


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error