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Educational Researcher, Vol. 20, No. 8,
15-21 (1991)
DOI: 10.3102/0013189X020008015
Complex, Performance-Based Assessment: Expectations and Validation Criteria
ROBERT L. LINN, Professor and Co-Director
Center for Research on Evaluation, Standards and Student Testing, School of Education, Campus Box 249, University of Colorado at Boulder, Boulder, Colorado 80309-0249. His area of specialization is educational measurement
EVA L. BAKER, Professor and Co-Director
Center for Research and Evaluation, Standards and Student Testing, University of California at Los Angeles, Los Angeles, CA 90024. Her areas of interest are instructional design, assessment, technology, and educational policy
STEPHEN B. DUNBAR, Associate Professor
University of Iowa, Iowa City, IA 52242. His areas of interest are educational measurement and statistics
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed.
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