Deck 11: Measuring Complex Achievement: Performance-Based Assessments

Question 1

Restricted-response performance-based assessments are better than extended-response assessments under which of the following conditions?

A)when the problems are unstructured and allow for multiple solutions
B)when the problems call for originality
C)when the problems require the integration of information from several sources
D)when the problems are structured so that model performances can be constructed

Answer 1

D

Question 2

Which of the following statements best describes an instance of a logical rating error?

A)A rater gives a lower rating to a student who has obtained low scores on previous tests and assessments than to the same performance by other students.
B)A rater gives low scores to the performance of the class "clown" because of the rater's belief that someone who acts so silly in class could not perform well.
C)A rater rates all performances as about average.
D)A rater uses only the high end of the scale in rating all performances.

Answer 2

B

Question 3

An advantage of performance-based assessments over objective tests is that they

A)are easier to construct.
B)are easier to score.
C)can better communicate instructional goals requiring complex problem solving.
D)can provide coverage of a broader array of instructional objectives in a given period of time.

Answer 3

C

Question 4

Performance-based assessments are more effective than multiple-choice items in measuring which of the following?

A)the ability to formulate problems
B)the ability to recognize faulty procedures
C)reliability of scoring
D)understanding of concepts

Question 5

Rating the performances of students who are perceived to be most able higher than comparable performance of students perceived to be less able is an example of which of the following errors?

A)central tendency error
B)halo effect
C)mathematical-logical error
D)severity error

Question 6

Which of the following would be the best justification for the relatively large amount of time required to respond to many performance-based assessment tasks?

A)students and parents like them
B)multiple scores can be derived from a single task
C)performance on one task generalizes well to performance on other tasks
D)the tasks can provide students with valuable learning opportunities

Question 7

For which of the following types of learning outcomes are performance-based assessment tasks most useful?

A)Comprehension of concepts
B)Distinguishing fact from opinion
C)Knowledge of appropriate procedures
D)Problem solving

Question 8

When rating the products of student performances, it is best for educators to do which of the following?

A)grade all the products produced by a given student before moving on to the next student
B)identify the student so that background knowledge can be considered
C)include judgments of neatness of the product in the overall rating
D)rate performances on one task for all students before rating performance on another task

Question 9

A major advantage of developing criteria for judging performance prior to task administration is that the criteria can

A)help students understand what is expected.
B)increase students' appreciation of the task.
C)reduce the scoring burden for teachers.
D)restrict the range of student performances.

Question 10

A checklist should be used in cases where the judgment is based on which of the following?

A)a matter of degree
B)a total impression
C)present or absent decisions
D)ambiguous criteria

Question 11

The most objective information is obtained from an assessment when rating which of the following?

A)adjustment
B)attitudes
C)overt behavior
D)personality traits

Question 12

An advantage of performance-based assessments over objective tests is that they can be used to evaluate which of the following?

A)the attitudes of students
B)both process and product
C)reading skills
D)strengths and weaknesses

Question 13

Which of the following validity considerations has led to the strongest argument for the increased use of performance-based assessments?

A)Content
B)Test-criterion relationship
C)Construct
D)Consequences

Question 14

Which of the following is a limitation of performance-based assessments?

A)alignment to state standards
B)ability to measure higher-order learning
C)lengthy administration time
D)the ability to assess all learners accurately

Question 15

Analytic scoring is better than holistic scoring when an educator is trying to

A)increase the efficiency of scoring.
B)provide diagnostic feedback to students.
C)remove sources of unreliability.
D)increase overall validity.

Question 16

The points on a rating scale will be least ambiguous when using which of the following scales?

A)constant alternative
B)descriptive graphic
C)evaluative
D)numerical

Question 17

The most reliable grading of task performances is likely to result when a teacher does which of the following?

A)grades all performances on one task before going to the next one
B)looks at a student's name before grading the performance
C)starts with performances of the lower performing students
D)uses the rating method of scoring for all tasks

Question 18

The dependence of task performance on skills that are irrelevant to the intended purpose of the assessment tasks (e.g., reading skill for some mathematics tasks) will have the biggest negative influence on which of the following factors?

A)variety of student performances
B)reliability
C)consistency in scoring
D)validity

Question 19

Extended-response performance-based assessments are better than restricted-response assessments under which of the following conditions?

A)when the administration time is limited
B)if a broad sampling of the domain of content is desired
C)when a measure of the ability to gather and integrate information is needed
D)if reliable scoring is of special importance

Question 20

A teacher who rates all performances lower than they are rated by other teachers demonstrates an example of which of the following errors?

A)central tendency error
B)halo effect
C)mathematical-logical error
D)severity error