Deck 9: Performance Assessments

Question 1

Which of the following is NOT a reason for stating performance outcomes

A) they enable students to organize their learning efforts
B) they define what should be included in the instructional content
C) they describe how the instructor will deliver the instruction
D) they provide the basis for evaluating the performance of the students

Answer 1

D

Question 2

A major advantage of specifying the performance outcomes prior to administering the task is that they can

A) help students understand what is expected
B) prevent bias from creeping into scoring
C) reduce the scoring burden for teachers
D) restrict the range of student performance

Answer 2

C

Question 3

Multiple observers are necessary to establish the performance assessment's:

A) reliability
B) criterion-related validity
C) construct-related validity
D) difficulty

Answer 3

D

Question 4

An advantage of performance-based assessments over achievement tests is that they can be used to evaluate

A) the attitudes of students
B) both the process and product of a task
C) the reading skills of students
D) the level of a student's knowledge

Question 5

An advantage of restricted performance tasks over extended performance tasks is that they

A) include numerous instructional objectives
B) are more valid
C) are more reliable
D) are easier to judge performance

Question 6

Developing a rating scale begins with

A) arranging the items on the rating scale
B) providing a place for comments
C) listing the procedural/product characteristics
D) providing clear, brief instructions

Question 7

When a specific procedure is not necessary to produce a product, the focus of assessment should be on the

A) product
B) procedure
C) procedure and product
D) instructional effectiveness

Question 8

An assessment of multiple outcomes or objectives would be best assessed through which type of performance situation

A) identification tests
B) simulated performance
C) extended research project
D) work sample

Question 9

An assessment that provides standard, controlled conditions in which the student will perform is an example of which type of performance situation

A) identification test
B) structured performance test
C) work sample
D) extended research project

Question 10

The final step when developing the performance assessment is to

A) select the focus of assessment
B) specify the performance outcomes
C) select an appropriate degree of realism
D) select the method of observing, recording, and scoring

Question 11

One method to diagnose a student's depth of understanding during a performance assessment is to

A) focus the assessment on a product produced
B) require the student to explain the purpose of each step
C) not allow students to use any tools, equipment or materials
D) require the student to perform steps in reverse order

Question 12

When preparing the environment for a performance assessment, activities should be created for students waiting to perform that

A) are related to the performance task
B) are unrelated to the performance task
C) allow students to interact with students who have been assessed
D) allow observation of students being assessed

Question 13

Performance assessments that have a high degree of realism can be problematic because they

A) have low validity
B) only measure cognitive mastery
C) take longer to administer
D) are more difficult to control

Question 14

An example of analytic scoring would be to evaluate

A) overall performance based on a product review
B) overall performance based on a process checklist
C) the performance of each step listed on a product review
D) the performance of each step listed on a process checklist