1887

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

Volume 42, Issue 2
  • ISSN : 0041-4751

Abstract


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.

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/content/akgees/42/2/EJC19828
2002-06-01
2019-10-23

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