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Can Performance-Based Student Assessments Be Psychometrically Sound?


by Robert L. Linn & Eva L. Baker 1996

Because validity depends on the uses and interpretations of assessment results, which are in turn shaped by the assessment purposes, it is important to begin with some consideration of the purposes that are envisioned for performance-based assessments. Therefore, we begin with a brief description of some of the primary reasons for the introduction of performance-based assessment. The characteristics of performance-based measures also are briefly described to provide a context for the discussion of the psychometric issues.


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This article originally appeared as NSSE Yearbook Vol 95, No. 1.


Cite This Article as: Teachers College Record Volume 97 Number 5, 1996, p. 84-103
http://www.tcrecord.org ID Number: 18790, Date Accessed: 10/18/2017 6:10:40 PM

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About the Author
  • Robert Linn
    University of Colorado, Boulder
    ROBERT L. LINN is Professor of Education and Co-Director of the Center for Research on Evaluation, Standards, and Student Testing in the School of Education, University of Colorado at Boulder.
  • Eva Baker
    University of California at Los Angeles
    E-mail Author
    EVA L. BAKER is Professor of Education and CoDirector of the Center for Research on Evaluation, Standards, and Student Testing at the University of California at Los Angeles.
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