Can Performance-Based Assessments Contribute to the Achievement of Educational Equity?
by Edmund W. Gordon & Carol Bonilla-Bowman - 1996
In the field of assessment, it has been narrowly assumed that since teaching and learning concern the transfer and assimilation of knowledge and skills, the assessment process should sample the pool of that acquired knowledge and skills. This logic seems to be based on the assumption that if one can produce, on demand, evidence of having mastered such assimilated knowledge and skills, one not only knows but can use the knowledge and skill whenever it is required. This basic conceptual model for assessment ignores the fact that the traditional assessment process is also heavily dependent upon the ability of the person being tested to recall and symbolically represent knowledge, and to select iconic representations of skills, on demand in decontextualized situations.
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